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Autism Spectrum Disorder or autism is a neurodevelopmental disorder characterized by marked impairments in social interaction and communication accompanied by a pattern of repetitive, stereotyped behaviors and activities, with delays in social interaction and language occurring prior to the age of three (World Health Organization, 2004). The cause of autism is unknown and the course of the disability can be lifelong (World Health Organization, 2013). There is no established cure, but specialized interventions can improve symptoms associated with the disorder and starting these as early as possible is crucial (Gupta et al., 2007; Hyman & Levy, 2013; World Health Organization, 2013). Such interventions include both educational and behavioral approaches, along with support in the areas of social language. The most effective interventions combine developmental and behavioral approaches that target core deficits (Hyman & Levy, 2013).
Autism exists in every country and region of the world, and occurs amongst people of all ages and ethnic, socio- economic groups (Muhle, Trentacoste, & Rapin, 2004; Van Dyke, 2007). In the last two decades, countries have reported varying prevalence rates. In the United States, the rates recently increased from 1 in 68 children to 1 in 59 (Baio et al., 2018). There are large variations in rates reported by different countries, such as 6.26/10,000 in Iran in 2012, 189/10,000 in South Korea in 2011, and 16.1/10,000 in China in 2008 (Elsabbagh et al., 2012). These variations may be due to the use of different diagnostic criteria among samples, and variability in awareness of the disorder and its corresponding symptoms among clinicians, teachers, parents, and other community members (Elsabbagh et al., 2012).
In addition to the international studies focusing on autism prevalence, there has also been recent global emphasis on developing research projects related to the disorder (Tomlinson et al., 2014). Countries with established research agendas on topics such as autism, developmental disabilities, and special education tend to be in higher income countries such as those in North America or Western Europe (Dyches, Wilder, Sudweeks, Obiakor, & Algozzine, 2004; Jegatheesan, Folwer, & Miller, 2010). However, 90 percent of children in the world are born in low and middle-income countries (LMICs) (Tomlinson & Swartz, 2003). Support for more research in LMICs is reflected in recent initiatives such as the Global Autism Public Health project funded by Autism Speaks (Elsabbagh et al., 2012).
Africa is an area of the world in which autism and other childhood disabilities remains largely under-studied (Abubakar, Ssewanyana, & Newton, 2016), and a region of the world in which autism prevalence rates are currently unknown (Elsabbagh et al., 2012, Bakare & Munir, 2011; Ametepee & Chitiyo, 2009). Published research on autism in Africa is concentrated in the counties of South Africa and Nigeria (Abubakar et al., 2016), suggesting that despite a recent increase in research related to autism in Africa (Bakare & Munir, 2009), research across the different regions on the continent remains limited (Abubakar et al., 2016). Despite unknown prevalence rates in the region, children with autism very much exist in Africa but, due to the reduced awareness of the disorder, children lack specialized intervention services (Ruparelia et al., 2016; Bakare & Munir, 2011).
There are implications of reduced knowledge about autism in many countries in Africa. Families of children with autism experience discrimination and stigma due to the reduced general knowledge about autism (Wallace et al., 2012). Additionally, a lack of knowledge and training among professionals may result in parents and caregivers having less capacity to help their children in areas of need, such as social communication and repetitive behaviors, symptoms association with the disorder (Wallace et al., 2012).