British Journal of Educational Studies, ISSN 0007-1005 DOI number: 10.1111/j.1467-8527.2006.00342.x Vol. 54, No. 2, June 2006, pp 230–244 230 © 2006 The Authors Journal compilation © 2006 SES. Published by Blackwell Publishing Ltd, 9600 Garsington Road, Oxford OX4 2DQ, UK and 350 Main Street, Malden, MA 02148, USA. AUTISTIC SPECTRUM DISORDERS AND ASIAN CHILDREN by PAUL MARCHANT, Leeds Metropolitan University , ANWAR HUSSAIN, Education Bradford’s Psychology Service and KATHY HALL, The Open University ABSTRACT: This paper compares the incidence of the diagnosis of Autistic Spectrum Disorders (ASD) among White and Asian children with reference to data obtained from thirteen local education authorities (LEAs) in England. It begins by outlining some of the theoretical debates associated with the definition, diagnosis and prevalence of ASD. The empirical component underpinning this work uses logistic modelling to ascertain whether the proportion of children with a statement of special educational need (SEN) for ASD is different for Asian and for White children and whether the proportion of children with a statement of SEN for ASD varies between LEAs. The discussion speculates as to possible reasons for the differences found and identifies areas for further research. Keywords: autism, autistic spectrum disorder, ASD, prevalence 1 . DEFINING AUTISM AND IDENTIFYING CAUSES The term autism was initially used by Leo Kanner (1943) to describe children who appeared to show a similar pattern of bizarre character- istics in behaviour. A person with Kanner autism is characterised by the ‘triad of impairments’ (Wing, 1988). These are an impairment of social relationships, rigidity and inflexibility of thought processes and specific language impairment. For a diagnosis of autism to be made, all three need to be present but it is accepted that among individual children there is likely to be a wide variety of behaviour and ability and each impairment will be present to a greater or lesser degree. The condition of autism affects some children from birth, leaving them with difficulties in attempting to form social relationships or to develop normal communication patterns. Autistic children may be absorbed in a world of repetitive, obsessional activities and