Presently, Autism/Autism Spectrum Disorder (ASD) is diagnosed through direct observations of an individual's behaviour. Autism/ASD affects from one in 500 children born worldwide, regardless of race, culture, parental characteristics, or family socio-economic status. Boys are affected about three to four times more often than girls (Rapin, 1991; Schreibman, 1988).

"Autism, not included as a diagnostic category in the Diagnostic and Statistical Manual (DSM-III) until 1980, is more prevalent than Down Syndrome, Fragile X, cystic fibrosis, or childhood cancer. Autism represents a significant health problem in terms of financial, emotional, and social costs to families, and to federal, state, and private agencies."
Dr. Marie Bristol, National Institute of Health, "The State of the Science in Autism: Beyond the Silver Bullet (May 1996: Princeton University).

A report states the incidence of Autism/ASD in Nova Scotia is one in every 500 children (Bryson, 1988). New Brunswick's only Paediatric Neurologist, Dr. David Meek, reports the incidence of Autism/ASD in Saint John is actually higher, three per 500.

The number of cases of Autism/ASD is increasing. There is uncertainty as to whether this is due to better diagnosis and a broader definition, or that the incidence of Autism/ASD is actually increasing, or a combination of the two. Whatever the case, a substantial percentage of children are presenting with principal features of this disorder, which has implications for health, social service and educations systems, who need relevant expertise and resources to deal effectively with the large numbers of affected children, many of whom are being identified at an earlier age.

Once considered a life sentence to those for whom it had been applied, most were expected to have permanent and serious deficits in communication, play, and learning, with less than 5% achieving independent functioning as adults. Most individuals required extensive treatments and supports throughout their lives (Rapin, 1991; Rimland, 1994; Rutter, 1970; Szatmari et al., 1989).

The advent of Intensive Early Intervention has dramatically changed those outcomes by utilizing and accentuating the positive qualities of children with this diagnosis, and by realizing the capabilities and potential that most of these children have inherently possessed but which remained undeveloped due to their difficulties in communication and socialization.

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