{"id":549170,"date":"2026-04-17T01:32:01","date_gmt":"2026-04-16T23:32:01","guid":{"rendered":"https:\/\/www.dynseo.com\/tsa-troubles-du-spectre-autistique-definition-et-diagnostic-dynseo-2\/"},"modified":"2026-04-17T01:33:38","modified_gmt":"2026-04-16T23:33:38","slug":"tsa-autism-spectrum-disorders-definition-and-diagnosis","status":"publish","type":"post","link":"https:\/\/www.dynseo.com\/en\/tsa-autism-spectrum-disorders-definition-and-diagnosis\/","title":{"rendered":"TSA (Autism Spectrum Disorders): Definition and Diagnosis"},"content":{"rendered":"<p>[et_pb_section fb_built=&#8221;1&#8243; admin_label=&#8221;Article HTML&#8221; _builder_version=&#8221;4.16&#8243; custom_padding=&#8221;0px||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_row admin_label=&#8221;Contenu&#8221; _builder_version=&#8221;4.16&#8243; width=&#8221;100%&#8221; max_width=&#8221;100%&#8221; custom_padding=&#8221;0px||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; 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}\n.dbi-art-25b77c .comparison-table { font-size: 0.9rem; }\n}<\/p>\n<\/style>\n<div class=\"dbi-art-25b77c\">\n<article>\n<header class=\"article-header\">\n<div class=\"article-category\">\ud83e\udde9 Neurodevelopment \u2014 ADHD &amp; Autism Series<\/div>\n<h1>Autism Spectrum Disorder (ASD): definition and diagnosis<\/h1>\n<pee class=\"subtitle\">1 in 100 children is autistic \u2014 but profiles vary greatly: fluent speech or mutism, mathematical genius or learning difficulties, invisible or very apparent. Understanding the spectrum is the key to any appropriate support.<\/pee>\n<\/header>\n<div class=\"container\">\n<div class=\"intro-paragraph\">\n        1 to 2% of the global population is affected by an autism spectrum disorder. However, it is estimated that 80% of autistic individuals \u2014 especially girls and adults with high intellectual potential \u2014 have never received an official diagnosis. ASD is not an illness, nor a mental retardation, nor a lack of empathy: it is a different brain functioning mode, present from birth, which leads to specific needs in communication, social interactions, and sensory environment. Understanding what &#8220;spectrum&#8221; truly means is the first step to better support.\n    <\/div>\n<div class=\"stats-grid\">\n<div class=\"stat-card\">\n            <span class=\"stat-number\">1\u20132%<\/span><\/p>\n<div class=\"stat-label\">of the global population is affected by an ASD \u2014 about 700,000 people in France<\/div>\n<\/p><\/div>\n<div class=\"stat-card\">\n            <span class=\"stat-number\">90%<\/span><\/p>\n<div class=\"stat-label\">of genetic heritability \u2014 ASD is one of the most hereditary neurodevelopmental disorders<\/div>\n<\/p><\/div>\n<div class=\"stat-card\">\n            <span class=\"stat-number\">80%<\/span><\/p>\n<div class=\"stat-label\">of autistic women are estimated to be undiagnosed, due to the phenomenon of female &#8220;masking&#8221;<\/div>\n<\/p><\/div>\n<\/p><\/div>\n<h2>1. What is an ASD?<\/h2>\n<pee>The term &#8220;Autism Spectrum Disorder&#8221; (ASD) encompasses, since the DSM-5 (2013), all clinical presentations previously designated separately: Kanner&#8217;s autism, Asperger syndrome, and unspecified pervasive developmental disorder (PDD-NOS). This unification under a single spectrum reflects a neurobiological reality: these different presentations share the same genetic causes and brain mechanisms, even if their external expressions vary considerably.<\/pee>\n<pee>ASD is not an illness that develops or is contracted \u2014 it is an innate neurological functioning mode. The brain connectivity of an autistic person is different: the connections between brain regions are organized differently, resulting in a particular processing of sensory, social, and emotional information. The term &#8220;neurodiversity&#8221; is often used to express this idea: it is not a &#8220;broken&#8221; brain but a differently wired brain.<\/pee>\n<div class=\"highlight-box\">\n<h4>\ud83e\udde0 ASD = neurodiversity, not pathology<\/h4>\n<pee>The classical medical model considers autism as a disorder to be &#8220;treated&#8221;. The neurodiversity model, increasingly adopted by professionals and associations, sees it as a natural variation of human functioning. The suffering related to autism often comes less from autism itself than from the mismatch with an environment that is not adapted: noise, excessive stimuli, implicit social codes, normative expectations. The appropriate support aims to reduce this mismatch.<\/pee>\n    <\/div>\n<h2>2. The autism spectrum: understanding levels of support<\/h2>\n<pee>The DSM-5 defines three levels of support based on the intensity of support needs. Note: &#8220;level 1&#8221; does not mean &#8220;less autistic&#8221; or &#8220;less suffering&#8221; \u2014 a level 1 person can experience intense distress simply because they constantly camouflage their difficulties.<\/pee>\n<div class=\"spectrum-grid\">\n<div class=\"spectrum-card level1\">\n<h4>Level 1 \u2014 Minimal support<\/h4>\n<pee>Fluent language, autonomous daily functioning but marked social difficulties, chronic anxiety related to &#8220;masking&#8221;. Formerly: Asperger syndrome.<\/pee>\n        <\/div>\n<div class=\"spectrum-card level2\">\n<h4>Level 2 \u2014 Substantial support<\/h4>\n<pee>Verbal communication present but atypical, significant rituals, substantial social difficulties requiring regular support.<\/pee>\n        <\/div>\n<div class=\"spectrum-card level3\">\n<h4>Level 3 \u2014 Very significant support<\/h4>\n<pee>Very limited or absent communication, intense repetitive behaviors, need for constant support in all activities.<\/pee>\n        <\/div>\n<\/p><\/div>\n<h3>Specific profiles: the invisibles of the spectrum<\/h3>\n<pee>The most often undiagnosed profiles are <strong>autistic girls<\/strong> \u2014 who naturally develop social camouflage strategies (masking): imitating observed behaviors in peers, memorizing conversational scripts, social acting with an effectiveness that masks their real discomfort. This masking costs considerable energy and often generates chronic mental exhaustion (autistic burnout). <strong>High intellectual potential adults<\/strong> constitute another large invisible group: their intelligence has allowed them to compensate for their difficulties for a long time, but the picture often reveals itself during a major life change (breakup, burnout, birth).<\/pee>\n<h2>3. Symptoms of ASD<\/h2>\n<h3>Communication and language<\/h3>\n<div class=\"method-card blue\">\n<div class=\"method-badge badge-blue\">\ud83d\udcac Language<\/div>\n<h4>Very varied profiles<\/h4>\n<pee>The linguistic profile in ASD covers the entire range: from selective mutism (absence of verbal communication in certain contexts) to hyperlexia (very early reading with comprehension difficulties), including echolalia (repetition of heard phrases) and very elaborate but literal language. It is not the level of language that defines ASD but its pragmatic quality \u2014 the ability to use language in its social context.<\/pee>\n    <\/div>\n<pee>Pragmatic difficulties are at the heart of autistic communication: difficulty understanding double meanings, irony, and indirect humor; tendency to take expressions literally (&#8220;you have your head in the clouds&#8221; generates real confusion); difficulty initiating and maintaining a two-way conversation; propensity for monologues on specialized interest topics without perceiving the disinterest of the interlocutor.<\/pee>\n<h3>Socialization<\/h3>\n<div class=\"method-card teal\">\n<div class=\"method-badge badge-green\">\ud83d\udc65 Social<\/div>\n<h4>Wanting vs being able to socialize<\/h4>\n<pee>A persistent myth suggests that autistic people do not want social interactions. The reality is more nuanced and often more painful: many wish for friends, deep relationships, a social life \u2014 but do not have the implicit &#8220;codes&#8221; that allow them to build these. Understanding a group atmosphere, perceiving that one has offended someone without them saying it, navigating the nuances of a conversation \u2014 this automatic processing of social information that is natural for the majority represents a conscious and exhausting effort for many autistic people.<\/pee>\n    <\/div>\n<h3>Behaviors, interests, and routines<\/h3>\n<pee>The dimension of &#8220;repetitive behaviors and restricted interests&#8221; in ASD is perhaps the one that generates the most misunderstanding. <strong>Rigid rituals and routines<\/strong> are not whims \u2014 they constitute a system for regulating anxiety: in an unpredictable and sensory-overloaded world, routine is a secure anchor. <strong>Specialized interests<\/strong> (intense passions for a specific subject \u2014 trains, dinosaurs, astronomy, video games, languages) are not eccentricities: they often represent the privileged access to the world, learning, and relationships.<\/pee>\n<pee><strong>Repetitive movements<\/strong> (stimming \u2014 hand flapping, rocking, spinning) serve a function of sensory and emotional regulation. Eliminating them without understanding why they exist can exacerbate anxiety and discomfort.<\/pee>\n<h3>Sensory processing: the most misunderstood dimension<\/h3>\n<div class=\"method-card rose\">\n<div class=\"method-badge badge-rose\">\ud83d\udd0a Sensory<\/div>\n<h4>A world that can be painful<\/h4>\n<pee>Sensory processing differences affect 90% of autistic people and often represent their main source of daily distress. <strong>Hypersensitivity<\/strong> can make a background noise imperceptible to the majority become a painful auditory assault, that a clothing tag generates constant irritation, that fluorescent lights in a supermarket cause migraines. <strong>Hyposensitivity<\/strong> is less known but just as real: a person may not feel pain normally, seek intense tactile or proprioceptive stimulation, and have atypical thermal tolerance.<\/pee>\n    <\/div>\n<h2>4. ASD Diagnosis<\/h2>\n<h3>DSM-5 criteria<\/h3>\n<pee>The diagnosis of ASD according to the DSM-5 is based on four criteria that must be simultaneously present: persistent deficits in communication and social interactions across various contexts; repetitive and stereotyped behaviors, activities, or interests; symptoms present from early childhood (even if they may not fully manifest until later); symptoms causing clinically significant impairment in social, academic, or occupational functioning.<\/pee>\n<h3>Diagnostic tools<\/h3>\n<table class=\"comparison-table\">\n<thead>\n<tr>\n<th>Tool<\/th>\n<th>Type<\/th>\n<th>Duration<\/th>\n<th>Usage<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>ADOS-2<\/strong> (Autism Diagnostic Observation Schedule)<\/td>\n<td>Direct observation<\/td>\n<td>45 min<\/td>\n<td>Gold standard \u2014 structured observation of social and communicative behaviors<\/td>\n<\/tr>\n<tr>\n<td><strong>ADI-R<\/strong> (Autism Diagnostic Interview \u2014 Revised)<\/td>\n<td>Parent\/guardian interview<\/td>\n<td>2\u20133h<\/td>\n<td>Complete developmental history since birth, gold standard parental<\/td>\n<\/tr>\n<tr>\n<td><strong>CARS-2<\/strong> (Childhood Autism Rating Scale)<\/td>\n<td>Clinician observation<\/td>\n<td>15\u201330 min<\/td>\n<td>Evaluation of 15 behaviors, used as a complement<\/td>\n<\/tr>\n<tr>\n<td><strong>WISC-V \/ WAIS-IV<\/strong><\/td>\n<td>Cognitive tests<\/td>\n<td>1h30\u20132h<\/td>\n<td>Cognitive profile \u2014 often a gap between verbal comprehension and processing speed<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<pee>The diagnosis is made by a <strong>child psychiatrist<\/strong>, a <strong>neuropsychologist<\/strong>, or a <strong>doctor specialized in neurodevelopment<\/strong>, ideally within a multidisciplinary team (CRA \u2014 Autism Resource Center). The cost of a complete assessment varies from \u20ac500 to \u20ac1,500, partially reimbursed depending on the system and age.<\/pee>\n<div class=\"warning-box\">\n<h4>\u26a0\ufe0f Delays and waiting lists: anticipate<\/h4>\n<pee>Waiting times for an ASD diagnostic assessment are often 6 months to 2 years depending on the regions. Contact your regional Autism Resource Center (CRA) at the first signs. In the meantime, primary care structures (general practitioner, pediatrician, speech therapist) can initiate an assessment and implement appropriate support without waiting for the formal diagnosis.<\/pee>\n    <\/div>\n<h2>5. Support and resources<\/h2>\n<pee>Early diagnosis \u2014 ideally before age 5 \u2014 is associated with better outcomes in the development of communication and social skills. But even late, the diagnosis opens access to appropriate supports that transform quality of life.<\/pee>\n<div class=\"checklist\">\n<h4>\u2714 The pillars of ASD support<\/h4>\n<ul>\n<li><strong>Speech therapy:<\/strong> work on verbal communication, language pragmatics, understanding social codes<\/li>\n<li><strong>ABA (Applied Behavior Analysis):<\/strong> intensive behavioral therapy, particularly effective in the early years for developing functional skills<\/li>\n<li><strong>Occupational therapy:<\/strong> work on sensory difficulties, motor skills, and autonomy in daily living activities<\/li>\n<li><strong>School support:<\/strong> PAP (Personalized Support Plan), AESH (Support for Students with Disabilities), educational adaptations<\/li>\n<li><strong>Family psychoeducation:<\/strong> training parents and the surrounding community to understand and support the specifics of ASD<\/li>\n<li><strong>Emotion management:<\/strong> specifically working on emotional recognition and regulation, often very difficult in ASD<\/li>\n<\/ul><\/div>\n<div class=\"program-card\">\n<div class=\"program-card-content\">\n<h4>\ud83c\udf1f DYNSEO training and tools for ASD<\/h4>\n<pee>DYNSEO supports over 500 schools in their ASD inclusion policy and offers training designed for all stakeholders in autistic support:<\/pee>\n            <pee>\u2022 <a href=\"https:\/\/www.dynseo.com\/courses\/accompagner-un-enfant-avec-autism-cles-et-solutions-au-quotidien\/\" target=\"_blank\"><strong>Training &#8220;Supporting a child with autism&#8221;<\/strong><\/a> \u2014 keys and solutions for daily life<!\u2013- [et_pb_br_holder] -\u2013><br \/>\n            \u2022 <a href=\"https:\/\/www.dynseo.com\/courses\/autism-au-college-et-au-lycee-comprendre-le-profil-autistique-et-adapter-ses-pratiques\/\" target=\"_blank\"><strong>Training &#8220;Autism in middle and high school&#8221;<\/strong><\/a> \u2014 understanding the profile and adapting practices<!\u2013- [et_pb_br_holder] -\u2013><br \/>\n            \u2022 <a href=\"https:\/\/www.dynseo.com\/courses\/autism-en-etablissement-accompagnement-global\/\" target=\"_blank\"><strong>Training &#8220;Autism in institutions&#8221;<\/strong><\/a> \u2014 global support<!\u2013- [et_pb_br_holder] -\u2013><br \/>\n            \u2022 <a href=\"https:\/\/www.dynseo.com\/courses\/autism-a-lage-adulte-cles-pour-soutenir-et-favoriser-lautonomie\/\" target=\"_blank\"><strong>Training &#8220;Autism in adulthood&#8221;<\/strong><\/a> \u2014 autonomy and support<!\u2013- [et_pb_br_holder] -\u2013><br \/>\n            \u2022 <a href=\"https:\/\/www.dynseo.com\/en\/courses\/gerer-les-emotions-dun-enfant-autiste-en\/\" target=\"_blank\"><strong>Training &#8220;Managing the emotions of an autistic child&#8221;<\/strong><\/a><!\u2013- [et_pb_br_holder] -\u2013><br \/>\n            \u2022 <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/\" target=\"_blank\"><strong>DYNSEO cognitive tools<\/strong><\/a> \u2014 7 specific ASD tools<\/pee>\n            <a href=\"https:\/\/www.dynseo.com\/courses\/accompagner-un-enfant-avec-autism-cles-et-solutions-au-quotidien\/\" target=\"_blank\" class=\"cta-button\">Discover our ASD training \u2192<\/a>\n        <\/div>\n<\/p><\/div>\n<h2>FAQ<\/h2>\n<div class=\"faq-item\">\n<h4>What exactly is ASD?<\/h4>\n<pee>ASD is a neurodevelopmental disorder characterized by differences in social communication, repetitive behaviors, and sensory peculiarities. It is not a disease but a different brain wiring, present from birth, 90% genetic.<\/pee>\n    <\/div>\n<div class=\"faq-item\">\n<h4>What are the early signs of autism in a child?<\/h4>\n<pee>Before age 3: absence or delay of babbling at 12 months, absence of pointing at 12 months, absence of words at 16 months, loss of acquired language skills. Other signals: little eye contact, limited interest in other children, unusual play, marked sensory sensitivities.<\/pee>\n    <\/div>\n<div class=\"faq-item\">\n<h4>Can autism be cured?<\/h4>\n<pee>No. ASD is not a disease to be cured but a permanent neurological functioning mode. Early supports significantly improve skills and autonomy \u2014 but do not erase autism. The goal is to support the flourishing of the autistic person with their specificities.<\/pee>\n    <\/div>\n<div class=\"faq-item\">\n<h4>What is the difference between ASD and Asperger syndrome?<\/h4>\n<pee>Since the DSM-5, Asperger syndrome has been integrated into level 1 ASD. These individuals generally have developed language and normal to high intelligence, but social difficulties and very specialized interests. They often camouflage their difficulties, which delays diagnosis.<\/pee>\n    <\/div>\n<div class=\"faq-item\">\n<h4>Why is the diagnosis of ASD often late in girls?<\/h4>\n<pee>Autistic girls more often develop &#8220;masking&#8221;: they imitate observed social behaviors and blend into the group, masking their difficulties at the cost of intense emotional fatigue. Their symptoms are less visible, leading to a diagnosis on average 2 to 5 years later. 80% of autistic women are said to be undiagnosed.<\/pee>\n    <\/div>\n<div class=\"faq-item\">\n<h4>Is ASD more common in boys?<\/h4>\n<pee>Boys receive a diagnosis 4 times more often than girls \u2014 but this likely reflects a diagnostic bias rather than a genuinely higher prevalence. ASD in girls is underdiagnosed due to masking and atypical profiles that do not match the diagnostic criteria originally developed on male populations.<\/pee>\n    <\/div>\n<div class=\"conclusion\">\n<h2>Conclusion: understanding the spectrum to better support<\/h2>\n<pee>ASD is a fascinating spectrum in its diversity \u2014 profiles ranging from non-verbal individuals with high support needs to a successful author or a world-renowned researcher who cannot hold a casual conversation. What unites them is not a deficiency but a difference: a processing of the sensory, social, and emotional world that diverges from the neurotypical norm.<\/pee>\n        <pee>Appropriate support \u2014 early, personalized, respectful of each person&#8217;s particularities \u2014 makes a significant difference. DYNSEO offers training for all stakeholders: parents, teachers, health professionals, and institutional staff.<\/pee>\n        <a href=\"https:\/\/www.dynseo.com\/courses\/accompagner-un-enfant-avec-autism-cles-et-solutions-au-quotidien\/\" target=\"_blank\" class=\"cta-button\" style=\"display:inline-block; margin-top: 20px;\">Discover DYNSEO ASD training \u2192<\/a>\n    <\/div>\n<\/div>\n<footer class=\"article-footer\">\n<h3>DYNSEO Resources \u2014 ASD and Autism<\/h3>\n<div class=\"footer-links\">\n        <a href=\"https:\/\/www.dynseo.com\/courses\/accompagner-un-enfant-avec-autism-cles-et-solutions-au-quotidien\/\" target=\"_blank\">Child ASD Training<\/a><br \/>\n        <a href=\"https:\/\/www.dynseo.com\/courses\/autism-en-etablissement-accompagnement-global\/\" target=\"_blank\">Institution Training<\/a><br \/>\n        <a href=\"https:\/\/www.dynseo.com\/courses\/autism-a-lage-adulte-cles-pour-soutenir-et-favoriser-lautonomie\/\" target=\"_blank\">Adult ASD Training<\/a><br \/>\n        <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/\" target=\"_blank\">ASD Tools<\/a>\n    <\/div>\n<\/footer>\n<\/article>\n<\/div>\n<p>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n<p>[et_pb_code]<script type=\"application\/ld+json\">{\"@context\":\"https:\/\/schema.org\",\"@type\":\"FAQPage\",\"mainEntity\":[{\"@type\":\"Question\",\"name\":\"Qu'est-ce que le TSA (Troubles du spectre autistique) ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Le TSA n'est pas une maladie, ni un retard mental, ni une absence d'empathie : c'est un mode de fonctionnement c\u00e9r\u00e9bral diff\u00e9rent, pr\u00e9sent depuis la naissance, qui entra\u00eene des besoins sp\u00e9cifiques dans la communication, les interactions sociales et l'environnement sensoriel. Le terme regroupe depuis le DSM-5 (2013) l'ensemble des tableaux cliniques autrefois d\u00e9sign\u00e9s s\u00e9par\u00e9ment : autisme de Kanner, syndrome d'Asperger, trouble envahissant du d\u00e9veloppement non sp\u00e9cifi\u00e9.\"}},{\"@type\":\"Question\",\"name\":\"Quelle proportion de la population mondiale est concern\u00e9e par un TSA ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"1 \u00e0 2 % de la population mondiale est concern\u00e9e par un trouble du spectre autistique, soit environ 700 000 personnes en France. Cela repr\u00e9sente 1 enfant sur 100 qui est autiste.\"}},{\"@type\":\"Question\",\"name\":\"Pourquoi dit-on que les TSA forment un 'spectre' ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"On parle de 'spectre' car les profils varient du tout au tout : parole fluide ou mutisme, g\u00e9nie math\u00e9matique ou difficult\u00e9s d'apprentissage, invisible ou tr\u00e8s apparent. Comprendre le spectre est la cl\u00e9 de tout accompagnement adapt\u00e9.\"}},{\"@type\":\"Question\",\"name\":\"Quelle est la part d'h\u00e9ritabilit\u00e9 g\u00e9n\u00e9tique du TSA ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Le TSA pr\u00e9sente 90% d'h\u00e9ritabilit\u00e9 g\u00e9n\u00e9tique, ce qui en fait l'un des troubles neurod\u00e9veloppementaux les plus h\u00e9r\u00e9ditaires.\"}},{\"@type\":\"Question\",\"name\":\"Pourquoi les femmes autistes sont-elles moins diagnostiqu\u00e9es ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"80% des femmes autistes seraient non diagnostiqu\u00e9es, principalement en raison du ph\u00e9nom\u00e8ne de 'masking' f\u00e9minin. On estime que 80 % des personnes autistes \u2014 surtout les filles et les adultes \u00e0 haut potentiel intellectuel \u2014 n'ont jamais re\u00e7u de diagnostic officiel.\"}},{\"@type\":\"Question\",\"name\":\"Dans quels domaines le TSA entra\u00eene-t-il des besoins sp\u00e9cifiques ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Le TSA entra\u00eene des besoins sp\u00e9cifiques dans trois domaines principaux : la communication, les interactions sociales et l'environnement sensoriel. Ces besoins varient consid\u00e9rablement d'une personne \u00e0 l'autre selon son profil sur le spectre.\"}}]}<\/script>[\/et_pb_code]<\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":4,"featured_media":150367,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"[et_pb_section fb_built=\"1\" admin_label=\"Article HTML\" _builder_version=\"4.16\" custom_padding=\"0px||0px||false|false\" global_colors_info=\"{}\"][et_pb_row admin_label=\"Contenu\" _builder_version=\"4.16\" width=\"100%\" max_width=\"100%\" custom_padding=\"0px||0px||false|false\" global_colors_info=\"{}\"][et_pb_column type=\"4_4\" _builder_version=\"4.16\" global_colors_info=\"{}\"][et_pb_code admin_label=\"HTML import\u00e9\" _builder_version=\"4.16\" global_colors_info=\"{}\"]<style type=\"text\/css\">\n@import url('https:\/\/fonts.googleapis.com\/css2?family=Montserrat:wght@600;700;800&family=Poppins:wght@400;500;600&display=swap');\n        * { margin: 0; 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box-shadow: 0 3px 15px rgba(94,94,215,0.08); border-left: 4px solid #a9e2e4; }\n.dbi-art-25b77c .faq-item h4 { font-family: 'Montserrat', sans-serif; color: #5e5ed7; margin-bottom: 12px; font-size: 1.05rem; }\n.dbi-art-25b77c .faq-item p { margin: 0; color: #555; }\n.dbi-art-25b77c a { color: #5e5ed7; }\n@media (max-width: 768px) {\n.dbi-art-25b77c .article-header h1 { font-size: 1.8rem; }\n.dbi-art-25b77c .stats-grid { grid-template-columns: 1fr; }\n.dbi-art-25b77c .spectrum-grid { grid-template-columns: 1fr; }\n.dbi-art-25b77c .article-header { padding: 40px 15px; }\n.dbi-art-25b77c .container { padding: 15px; }\n.dbi-art-25b77c h2 { font-size: 1.5rem; }\n.dbi-art-25b77c .comparison-table { font-size: 0.9rem; }\n}\n\n<\/style>\n<div class=\"dbi-art-25b77c\">\n<article>\n<header class=\"article-header\">\n    <div class=\"article-category\">\ud83e\udde9 Neurodevelopment \u2014 ADHD &amp; Autism Series<\/div>\n    <h1>Autism Spectrum Disorder (ASD): definition and diagnosis<\/h1>\n    <p class=\"subtitle\">1 in 100 children is autistic \u2014 but profiles vary greatly: fluent speech or mutism, mathematical genius or learning difficulties, invisible or very apparent. Understanding the spectrum is the key to any appropriate support.<\/p>\n<\/header>\n\n<div class=\"container\">\n\n    <div class=\"intro-paragraph\">\n        1 to 2% of the global population is affected by an autism spectrum disorder. However, it is estimated that 80% of autistic individuals \u2014 especially girls and adults with high intellectual potential \u2014 have never received an official diagnosis. ASD is not an illness, nor a mental retardation, nor a lack of empathy: it is a different brain functioning mode, present from birth, which leads to specific needs in communication, social interactions, and sensory environment. Understanding what \"spectrum\" truly means is the first step to better support.\n    <\/div>\n\n    <div class=\"stats-grid\">\n        <div class=\"stat-card\">\n            <span class=\"stat-number\">1\u20132%<\/span>\n            <div class=\"stat-label\">of the global population is affected by an ASD \u2014 about 700,000 people in France<\/div>\n        <\/div>\n        <div class=\"stat-card\">\n            <span class=\"stat-number\">90%<\/span>\n            <div class=\"stat-label\">of genetic heritability \u2014 ASD is one of the most hereditary neurodevelopmental disorders<\/div>\n        <\/div>\n        <div class=\"stat-card\">\n            <span class=\"stat-number\">80%<\/span>\n            <div class=\"stat-label\">of autistic women are estimated to be undiagnosed, due to the phenomenon of female \"masking\"<\/div>\n        <\/div>\n    <\/div>\n\n    <h2>1. What is an ASD?<\/h2>\n\n    <p>The term \"Autism Spectrum Disorder\" (ASD) encompasses, since the DSM-5 (2013), all clinical presentations previously designated separately: Kanner's autism, Asperger syndrome, and unspecified pervasive developmental disorder (PDD-NOS). This unification under a single spectrum reflects a neurobiological reality: these different presentations share the same genetic causes and brain mechanisms, even if their external expressions vary considerably.<\/p>\n\n    <p>ASD is not an illness that develops or is contracted \u2014 it is an innate neurological functioning mode. The brain connectivity of an autistic person is different: the connections between brain regions are organized differently, resulting in a particular processing of sensory, social, and emotional information. The term \"neurodiversity\" is often used to express this idea: it is not a \"broken\" brain but a differently wired brain.<\/p>\n<div class=\"highlight-box\">\n        <h4>\ud83e\udde0 ASD = neurodiversity, not pathology<\/h4>\n        <p>The classical medical model considers autism as a disorder to be \"treated\". The neurodiversity model, increasingly adopted by professionals and associations, sees it as a natural variation of human functioning. The suffering related to autism often comes less from autism itself than from the mismatch with an environment that is not adapted: noise, excessive stimuli, implicit social codes, normative expectations. The appropriate support aims to reduce this mismatch.<\/p>\n    <\/div>\n\n    <h2>2. The autism spectrum: understanding levels of support<\/h2>\n\n    <p>The DSM-5 defines three levels of support based on the intensity of support needs. Note: \"level 1\" does not mean \"less autistic\" or \"less suffering\" \u2014 a level 1 person can experience intense distress simply because they constantly camouflage their difficulties.<\/p>\n\n    <div class=\"spectrum-grid\">\n        <div class=\"spectrum-card level1\">\n            <h4>Level 1 \u2014 Minimal support<\/h4>\n            <p>Fluent language, autonomous daily functioning but marked social difficulties, chronic anxiety related to \"masking\". Formerly: Asperger syndrome.<\/p>\n        <\/div>\n        <div class=\"spectrum-card level2\">\n            <h4>Level 2 \u2014 Substantial support<\/h4>\n            <p>Verbal communication present but atypical, significant rituals, substantial social difficulties requiring regular support.<\/p>\n        <\/div>\n        <div class=\"spectrum-card level3\">\n            <h4>Level 3 \u2014 Very significant support<\/h4>\n            <p>Very limited or absent communication, intense repetitive behaviors, need for constant support in all activities.<\/p>\n        <\/div>\n    <\/div>\n\n    <h3>Specific profiles: the invisibles of the spectrum<\/h3>\n\n    <p>The most often undiagnosed profiles are <strong>autistic girls<\/strong> \u2014 who naturally develop social camouflage strategies (masking): imitating observed behaviors in peers, memorizing conversational scripts, social acting with an effectiveness that masks their real discomfort. This masking costs considerable energy and often generates chronic mental exhaustion (autistic burnout). <strong>High intellectual potential adults<\/strong> constitute another large invisible group: their intelligence has allowed them to compensate for their difficulties for a long time, but the picture often reveals itself during a major life change (breakup, burnout, birth).<\/p>\n\n    <h2>3. Symptoms of ASD<\/h2>\n\n    <h3>Communication and language<\/h3>\n\n    <div class=\"method-card blue\">\n        <div class=\"method-badge badge-blue\">\ud83d\udcac Language<\/div>\n        <h4>Very varied profiles<\/h4>\n        <p>The linguistic profile in ASD covers the entire range: from selective mutism (absence of verbal communication in certain contexts) to hyperlexia (very early reading with comprehension difficulties), including echolalia (repetition of heard phrases) and very elaborate but literal language. It is not the level of language that defines ASD but its pragmatic quality \u2014 the ability to use language in its social context.<\/p>\n    <\/div>\n\n    <p>Pragmatic difficulties are at the heart of autistic communication: difficulty understanding double meanings, irony, and indirect humor; tendency to take expressions literally (\"you have your head in the clouds\" generates real confusion); difficulty initiating and maintaining a two-way conversation; propensity for monologues on specialized interest topics without perceiving the disinterest of the interlocutor.<\/p>\n\n    <h3>Socialization<\/h3>\n\n    <div class=\"method-card teal\">\n        <div class=\"method-badge badge-green\">\ud83d\udc65 Social<\/div>\n        <h4>Wanting vs being able to socialize<\/h4>\n        <p>A persistent myth suggests that autistic people do not want social interactions. The reality is more nuanced and often more painful: many wish for friends, deep relationships, a social life \u2014 but do not have the implicit \"codes\" that allow them to build these. Understanding a group atmosphere, perceiving that one has offended someone without them saying it, navigating the nuances of a conversation \u2014 this automatic processing of social information that is natural for the majority represents a conscious and exhausting effort for many autistic people.<\/p>\n    <\/div>\n\n    <h3>Behaviors, interests, and routines<\/h3>\n\n    <p>The dimension of \"repetitive behaviors and restricted interests\" in ASD is perhaps the one that generates the most misunderstanding. <strong>Rigid rituals and routines<\/strong> are not whims \u2014 they constitute a system for regulating anxiety: in an unpredictable and sensory-overloaded world, routine is a secure anchor. <strong>Specialized interests<\/strong> (intense passions for a specific subject \u2014 trains, dinosaurs, astronomy, video games, languages) are not eccentricities: they often represent the privileged access to the world, learning, and relationships.<\/p>\n\n    <p><strong>Repetitive movements<\/strong> (stimming \u2014 hand flapping, rocking, spinning) serve a function of sensory and emotional regulation. Eliminating them without understanding why they exist can exacerbate anxiety and discomfort.<\/p>\n\n    <h3>Sensory processing: the most misunderstood dimension<\/h3>\n\n    <div class=\"method-card rose\">\n        <div class=\"method-badge badge-rose\">\ud83d\udd0a Sensory<\/div>\n        <h4>A world that can be painful<\/h4>\n        <p>Sensory processing differences affect 90% of autistic people and often represent their main source of daily distress. <strong>Hypersensitivity<\/strong> can make a background noise imperceptible to the majority become a painful auditory assault, that a clothing tag generates constant irritation, that fluorescent lights in a supermarket cause migraines. <strong>Hyposensitivity<\/strong> is less known but just as real: a person may not feel pain normally, seek intense tactile or proprioceptive stimulation, and have atypical thermal tolerance.<\/p>\n    <\/div>\n\n    <h2>4. ASD Diagnosis<\/h2>\n\n    <h3>DSM-5 criteria<\/h3>\n\n    <p>The diagnosis of ASD according to the DSM-5 is based on four criteria that must be simultaneously present: persistent deficits in communication and social interactions across various contexts; repetitive and stereotyped behaviors, activities, or interests; symptoms present from early childhood (even if they may not fully manifest until later); symptoms causing clinically significant impairment in social, academic, or occupational functioning.<\/p>\n\n    <h3>Diagnostic tools<\/h3>\n\n    <table class=\"comparison-table\">\n        <thead>\n            <tr>\n                <th>Tool<\/th>\n                <th>Type<\/th>\n                <th>Duration<\/th>\n                <th>Usage<\/th>\n            <\/tr>\n        <\/thead>\n        <tbody>\n            <tr>\n                <td><strong>ADOS-2<\/strong> (Autism Diagnostic Observation Schedule)<\/td>\n                <td>Direct observation<\/td>\n                <td>45 min<\/td>\n                <td>Gold standard \u2014 structured observation of social and communicative behaviors<\/td>\n            <\/tr>\n            <tr>\n                <td><strong>ADI-R<\/strong> (Autism Diagnostic Interview \u2014 Revised)<\/td>\n                <td>Parent\/guardian interview<\/td>\n                <td>2\u20133h<\/td>\n                <td>Complete developmental history since birth, gold standard parental<\/td>\n            <\/tr>\n            <tr>\n                <td><strong>CARS-2<\/strong> (Childhood Autism Rating Scale)<\/td>\n                <td>Clinician observation<\/td>\n                <td>15\u201330 min<\/td>\n                <td>Evaluation of 15 behaviors, used as a complement<\/td>\n            <\/tr>\n            <tr>\n                <td><strong>WISC-V \/ WAIS-IV<\/strong><\/td>\n                <td>Cognitive tests<\/td>\n                <td>1h30\u20132h<\/td>\n                <td>Cognitive profile \u2014 often a gap between verbal comprehension and processing speed<\/td>\n            <\/tr>\n        <\/tbody>\n    <\/table>\n\n    <p>The diagnosis is made by a <strong>child psychiatrist<\/strong>, a <strong>neuropsychologist<\/strong>, or a <strong>doctor specialized in neurodevelopment<\/strong>, ideally within a multidisciplinary team (CRA \u2014 Autism Resource Center). The cost of a complete assessment varies from \u20ac500 to \u20ac1,500, partially reimbursed depending on the system and age.<\/p>\n\n    <div class=\"warning-box\">\n        <h4>\u26a0\ufe0f Delays and waiting lists: anticipate<\/h4>\n        <p>Waiting times for an ASD diagnostic assessment are often 6 months to 2 years depending on the regions. Contact your regional Autism Resource Center (CRA) at the first signs. In the meantime, primary care structures (general practitioner, pediatrician, speech therapist) can initiate an assessment and implement appropriate support without waiting for the formal diagnosis.<\/p>\n    <\/div>\n\n    <h2>5. Support and resources<\/h2>\n\n    <p>Early diagnosis \u2014 ideally before age 5 \u2014 is associated with better outcomes in the development of communication and social skills. But even late, the diagnosis opens access to appropriate supports that transform quality of life.<\/p>\n\n    <div class=\"checklist\">\n        <h4>\u2714 The pillars of ASD support<\/h4>\n        <ul>\n            <li><strong>Speech therapy:<\/strong> work on verbal communication, language pragmatics, understanding social codes<\/li>\n            <li><strong>ABA (Applied Behavior Analysis):<\/strong> intensive behavioral therapy, particularly effective in the early years for developing functional skills<\/li>\n            <li><strong>Occupational therapy:<\/strong> work on sensory difficulties, motor skills, and autonomy in daily living activities<\/li>\n            <li><strong>School support:<\/strong> PAP (Personalized Support Plan), AESH (Support for Students with Disabilities), educational adaptations<\/li>\n            <li><strong>Family psychoeducation:<\/strong> training parents and the surrounding community to understand and support the specifics of ASD<\/li>\n            <li><strong>Emotion management:<\/strong> specifically working on emotional recognition and regulation, often very difficult in ASD<\/li>\n        <\/ul>\n    <\/div>\n\n    <div class=\"program-card\">\n        <div class=\"program-card-content\">\n            <h4>\ud83c\udf1f DYNSEO training and tools for ASD<\/h4>\n            <p>DYNSEO supports over 500 schools in their ASD inclusion policy and offers training designed for all stakeholders in autistic support:<\/p>\n            <p>\u2022 <a href=\"https:\/\/www.dynseo.com\/courses\/accompagner-un-enfant-avec-autism-cles-et-solutions-au-quotidien\/\" target=\"_blank\"><strong>Training \"Supporting a child with autism\"<\/strong><\/a> \u2014 keys and solutions for daily life<br>\n            \u2022 <a href=\"https:\/\/www.dynseo.com\/courses\/autism-au-college-et-au-lycee-comprendre-le-profil-autistique-et-adapter-ses-pratiques\/\" target=\"_blank\"><strong>Training \"Autism in middle and high school\"<\/strong><\/a> \u2014 understanding the profile and adapting practices<br>\n            \u2022 <a href=\"https:\/\/www.dynseo.com\/courses\/autism-en-etablissement-accompagnement-global\/\" target=\"_blank\"><strong>Training \"Autism in institutions\"<\/strong><\/a> \u2014 global support<br>\n            \u2022 <a href=\"https:\/\/www.dynseo.com\/courses\/autism-a-lage-adulte-cles-pour-soutenir-et-favoriser-lautonomie\/\" target=\"_blank\"><strong>Training \"Autism in adulthood\"<\/strong><\/a> \u2014 autonomy and support<br>\n            \u2022 <a href=\"https:\/\/www.dynseo.com\/courses\/gerer-les-emotions-dun-enfant-autiste\/\" target=\"_blank\"><strong>Training \"Managing the emotions of an autistic child\"<\/strong><\/a><br>\n            \u2022 <a href=\"https:\/\/www.dynseo.com\/nos-outils\/\" target=\"_blank\"><strong>DYNSEO cognitive tools<\/strong><\/a> \u2014 7 specific ASD tools<\/p>\n            <a href=\"https:\/\/www.dynseo.com\/courses\/accompagner-un-enfant-avec-autism-cles-et-solutions-au-quotidien\/\" target=\"_blank\" class=\"cta-button\">Discover our ASD training \u2192<\/a>\n        <\/div>\n    <\/div>\n\n    <h2>FAQ<\/h2>\n\n    <div class=\"faq-item\">\n        <h4>What exactly is ASD?<\/h4>\n        <p>ASD is a neurodevelopmental disorder characterized by differences in social communication, repetitive behaviors, and sensory peculiarities. It is not a disease but a different brain wiring, present from birth, 90% genetic.<\/p>\n    <\/div>\n\n    <div class=\"faq-item\">\n        <h4>What are the early signs of autism in a child?<\/h4>\n        <p>Before age 3: absence or delay of babbling at 12 months, absence of pointing at 12 months, absence of words at 16 months, loss of acquired language skills. Other signals: little eye contact, limited interest in other children, unusual play, marked sensory sensitivities.<\/p>\n    <\/div>\n\n    <div class=\"faq-item\">\n        <h4>Can autism be cured?<\/h4>\n        <p>No. ASD is not a disease to be cured but a permanent neurological functioning mode. Early supports significantly improve skills and autonomy \u2014 but do not erase autism. The goal is to support the flourishing of the autistic person with their specificities.<\/p>\n    <\/div>\n\n    <div class=\"faq-item\">\n        <h4>What is the difference between ASD and Asperger syndrome?<\/h4>\n        <p>Since the DSM-5, Asperger syndrome has been integrated into level 1 ASD. These individuals generally have developed language and normal to high intelligence, but social difficulties and very specialized interests. They often camouflage their difficulties, which delays diagnosis.<\/p>\n    <\/div>\n\n    <div class=\"faq-item\">\n        <h4>Why is the diagnosis of ASD often late in girls?<\/h4>\n        <p>Autistic girls more often develop \"masking\": they imitate observed social behaviors and blend into the group, masking their difficulties at the cost of intense emotional fatigue. Their symptoms are less visible, leading to a diagnosis on average 2 to 5 years later. 80% of autistic women are said to be undiagnosed.<\/p>\n    <\/div>\n\n    <div class=\"faq-item\">\n        <h4>Is ASD more common in boys?<\/h4>\n        <p>Boys receive a diagnosis 4 times more often than girls \u2014 but this likely reflects a diagnostic bias rather than a genuinely higher prevalence. ASD in girls is underdiagnosed due to masking and atypical profiles that do not match the diagnostic criteria originally developed on male populations.<\/p>\n    <\/div>\n\n    <div class=\"conclusion\">\n        <h2>Conclusion: understanding the spectrum to better support<\/h2>\n        <p>ASD is a fascinating spectrum in its diversity \u2014 profiles ranging from non-verbal individuals with high support needs to a successful author or a world-renowned researcher who cannot hold a casual conversation. What unites them is not a deficiency but a difference: a processing of the sensory, social, and emotional world that diverges from the neurotypical norm.<\/p>\n        <p>Appropriate support \u2014 early, personalized, respectful of each person's particularities \u2014 makes a significant difference. DYNSEO offers training for all stakeholders: parents, teachers, health professionals, and institutional staff.<\/p>\n        <a href=\"https:\/\/www.dynseo.com\/courses\/accompagner-un-enfant-avec-autism-cles-et-solutions-au-quotidien\/\" target=\"_blank\" class=\"cta-button\" style=\"display:inline-block; margin-top: 20px;\">Discover DYNSEO ASD training \u2192<\/a>\n    <\/div>\n\n<\/div>\n\n<footer class=\"article-footer\">\n    <h3>DYNSEO Resources \u2014 ASD and Autism<\/h3>\n    <div class=\"footer-links\">\n        <a href=\"https:\/\/www.dynseo.com\/courses\/accompagner-un-enfant-avec-autism-cles-et-solutions-au-quotidien\/\" target=\"_blank\">Child ASD Training<\/a>\n        <a href=\"https:\/\/www.dynseo.com\/courses\/autism-en-etablissement-accompagnement-global\/\" target=\"_blank\">Institution Training<\/a>\n        <a href=\"https:\/\/www.dynseo.com\/courses\/autism-a-lage-adulte-cles-pour-soutenir-et-favoriser-lautonomie\/\" target=\"_blank\">Adult ASD Training<\/a>\n        <a href=\"https:\/\/www.dynseo.com\/nos-outils\/\" target=\"_blank\">ASD Tools<\/a>\n    <\/div>\n<\/footer>\n<\/article>\n<\/div>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]\n\n[et_pb_code]<script type=\"application\/ld+json\">{\"@context\":\"https:\/\/schema.org\",\"@type\":\"FAQPage\",\"mainEntity\":[{\"@type\":\"Question\",\"name\":\"Qu'est-ce que le TSA (Troubles du spectre autistique) ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Le TSA n'est pas une maladie, ni un retard mental, ni une absence d'empathie : c'est un mode de fonctionnement c\u00e9r\u00e9bral diff\u00e9rent, pr\u00e9sent depuis la naissance, qui entra\u00eene des besoins sp\u00e9cifiques dans la communication, les interactions sociales et l'environnement sensoriel. Le terme regroupe depuis le DSM-5 (2013) l'ensemble des tableaux cliniques autrefois d\u00e9sign\u00e9s s\u00e9par\u00e9ment : autisme de Kanner, syndrome d'Asperger, trouble envahissant du d\u00e9veloppement non sp\u00e9cifi\u00e9.\"}},{\"@type\":\"Question\",\"name\":\"Quelle proportion de la population mondiale est concern\u00e9e par un TSA ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"1 \u00e0 2 % de la population mondiale est concern\u00e9e par un trouble du spectre autistique, soit environ 700 000 personnes en France. Cela repr\u00e9sente 1 enfant sur 100 qui est autiste.\"}},{\"@type\":\"Question\",\"name\":\"Pourquoi dit-on que les TSA forment un 'spectre' ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"On parle de 'spectre' car les profils varient du tout au tout : parole fluide ou mutisme, g\u00e9nie math\u00e9matique ou difficult\u00e9s d'apprentissage, invisible ou tr\u00e8s apparent. Comprendre le spectre est la cl\u00e9 de tout accompagnement adapt\u00e9.\"}},{\"@type\":\"Question\",\"name\":\"Quelle est la part d'h\u00e9ritabilit\u00e9 g\u00e9n\u00e9tique du TSA ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Le TSA pr\u00e9sente 90% d'h\u00e9ritabilit\u00e9 g\u00e9n\u00e9tique, ce qui en fait l'un des troubles neurod\u00e9veloppementaux les plus h\u00e9r\u00e9ditaires.\"}},{\"@type\":\"Question\",\"name\":\"Pourquoi les femmes autistes sont-elles moins diagnostiqu\u00e9es ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"80% des femmes autistes seraient non diagnostiqu\u00e9es, principalement en raison du ph\u00e9nom\u00e8ne de 'masking' f\u00e9minin. On estime que 80 % des personnes autistes \u2014 surtout les filles et les adultes \u00e0 haut potentiel intellectuel \u2014 n'ont jamais re\u00e7u de diagnostic officiel.\"}},{\"@type\":\"Question\",\"name\":\"Dans quels domaines le TSA entra\u00eene-t-il des besoins sp\u00e9cifiques ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Le TSA entra\u00eene des besoins sp\u00e9cifiques dans trois domaines principaux : la communication, les interactions sociales et l'environnement sensoriel. Ces besoins varient consid\u00e9rablement d'une personne \u00e0 l'autre selon son profil sur le spectre.\"}}]}<\/script>[\/et_pb_code]","_et_gb_content_width":"","footnotes":""},"categories":[2915],"tags":[],"class_list":["post-549170","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-les-conseils-des-coachs"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>TSA (Autism Spectrum Disorders): Definition and Diagnosis - DYNSEO - Educational apps &amp; brain training apps for all<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.dynseo.com\/en\/tsa-autism-spectrum-disorders-definition-and-diagnosis\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"TSA (Autism Spectrum Disorders): Definition and Diagnosis - DYNSEO - Educational apps &amp; 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