Autism can be described as a disability that avoids people having building normal "social interactions  and managing "verbal and nonverbal communication successfully. Major symptoms, which can be detected early in the first three years of a person, are avoiding touching and eye-contacts, slow development or non-development in linguistic abilities, repeating the same behaviors and many other symptoms that leave them outside of the borders of normality in social interactions. Similar symptoms can be seen in many other disabilities but these are closely related to autism. Disabilities like autism, which display similar symptoms but some differences in the stages of the disorder, gathered in a category named "autism disorder spectrum (ASD) . This category includes different types of autism disorder spectrum: autistic disorder, pervasive developmental disorder, not otherwise specified (PDD-NOS), Asperger's syndrome, Rett syndrome, childhood disintegrative disorder (Danaher, 2013). Eugen Bleuler who was a Swiss psychiatrist described this disorder with stereotyped characteristics within the term of "autism  around 1911. This term dates back to Greek word "autos  which stresses to "an isolated self . Then, it had referred to children having "social or emotional problems  in the United States around 1940s. Leo Kanner who is a doctor from Johns Hopkins University attributed this term to the children observed to be having some behavioral impairment. At the same time, a professor named Hans Asperger detected a disorder, which shows similar symptoms with autism, and now it is known as Asperger's syndrome. Until the 1960s, schizophrenia and autism perceived and examined in the same category. After that, autism started to be seen as a disorder with distinctive characteristics, separating from other behavioral and emotional impairments (Danaher, 2013). Although estimates vary, prevalence seems to have increased greatly since the 1960s, when rates included only autistic disorder. In the 20 years since, in the USA and Europe prevalence rates ranged from five to 72 cases per 10 000 children. Since 1960s, in those years autism placed in a special category, an increase in the rate of autistic children are observed according to some statistics. This increase is mostly because of putting autism in a new category and new policies developed. In 20 years, the number of autistic children jumped from 5 to 72 per 100000 children for USA and European countries. In average, autism is likely to appear in 10 to 20 children in 100000 children (Levy, Mandell, & Schultz, 2009). In addition, according to the researches on autism, "there is five times more probability of having autism in males than females. The reason of this could not be detected yet  (Dawson, 1989, p. 28). This statement is based on only observations and assumptions. Apart from prevalence rates and disturbing effects of autism, recognizing the disorder in a systematic way is essential. However, still there are many parts remained unknown. Its complexity “basically because of occurring with different symptoms and failure to assign certain causes- makes difficult to come up with a treatment. Research on Autism Development Autism does not necessarily continue to occur within same symptoms and same behaviors during the whole life of a person. Autism develops with aging of the autistic person. Dawson (1989) confirms this fact by indicating that the level of "social deficits  change over time. He explains the term of "social deficit  with this description: "pervasive lack of responsiveness to other people  (DSM-III; American Psychiatric Association, 1980). The highest level of social deficit is observed between ages of 0 and 5. After those years, the level of social deficit decreases and the autistic child makes some progress. In other words, the child acquire more "social responsiveness  in time. He describes this development with a quotation from Lord (1984). The highest level is named as "aloof , the middle level as "passive but responsive  and the low level as "active but odd  (Lord, 1984, p. 5) Basic Characteristics of Autism Dawson explains some basic symptoms and characteristics of autism from the eyes of parents of autistic children. First, he attracts attentions to delay in learning skills such as "motor development (sitting, crawling, walking, running), talking (bab- bling, simple words, repeating, spontaneous speech), and relating to people and objects go along together in a harmonious  (Dawson, 1989, p. 28). This delay does not necessarily mean that these never absorb these skills. Rather, learning these skills follow a different pattern contrast to normal children' development. Secondly, he talks about repetitive behaviors observed in autistic children. Repetitive beha