In e na ional Jou nal o Social Science and Human Resea ch
ISSN (p in ): 2644-0679, ISSN (online): 2644-0695
Volume 08 Issue 10 Oc obe 2025
DOI: 10.47191/ijssh / 8-i10-38, Impac ac o - 8.007
Page No: 7855-7864
IJSSHR, Volume 08 Issue 10 Oc obe 2025 www.ijssh .in Page 7855
Hanoi Public Awa eness and Unde s anding o Au ism Spec um Diso de in
Child en
PhD. Bui Thi Hong Nhung1, Nguyen An Phương2, Ngo Hong Cam Linh3
1Uni e si y o Labou and Social A ai s
2Del a Global School
3Nguyen Sieu school
ABSTRACT: Au ism Spec um Diso de (ASD) is a complex neu ode elopmen al diso de a ec ing a child's social
communica ion, in e ac ion, and beha io . In mode n socie y, he p e alence o ASD in child en is inc easingly ising, making i a
signi ican men al heal h conce n. Gi en he u gen need o ea ly de ec ion and in e en ion o child en wi h ASD, especially in
u ban a eas like Hanoi, his s udy aims o desc ibe he le el o unde s anding, a i udes, and ac o s in luencing Hanoi esiden s'
awa eness o ASD. Resul s om a sociological su ey o 256 alid ques ionnai es indica e ha Hanoi esiden s ha e a ela i ely
posi i e le el o awa eness, pa icula ly ega ding basic signs and he impo ance o ea ly in e en ion. Howe e , he abili y o
dis inguish ASD om o he de elopmen al diso de s emains limi ed; amily and iends ha e minimal impac on awa eness, while
media and he communi y play p ominen oles. The s udy p oposes enhancing s anda dized communica ion, aining eache s and
pa en s, and implemen ing communi y suppo p og ams o aise awa eness and educe s igma.
KEYWORDS: Awa eness, Hanoi, Au ism Spec um Diso de (ASD), child en
1. INTRODUCTION
Au ism Spec um Diso de (ASD) is a complex neu ode elopmen al diso de cha ac e ized by di icul ies in social communica ion,
social in e ac ion, and epe i i e pa e ns o beha io , in e es s, o ac i i ies (Ame ican Psychia ic Associa ion, 2013). I is a li elong
de elopmen al disabili y a ec ing b ain unc ion and a child's o e all de elopmen . Au ism can occu in any indi idual, ega dless
o gende , ace, o socioeconomic s a us (Nguyen, T.H.T & Chan, Q.H, 2025).
The Wo ld Heal h O ganiza ion (WHO, 2023) es ima es ha app oxima ely 1 in 100 child en globally is diagnosed wi h
ASD, making i one o he mos signi ican men al heal h conce ns o e he pas wo decades. In e na ional epidemiological s udies
show ASD p e alence anges om 0.4% o 1% o he child popula ion (Sala i e al., 2022). In Vie nam, al hough na ional s a is ics
a e limi ed, egional s udies ha e no ed a signi ican inc easing end in ASD a es among child en, wi h he highes a es eco ded
in child en (Van, M.H., e al., 2019). Speci ically in Hanoi, he need o ea ly de ec ion, diagnosis, and suppo o inclusion o
child en wi h ASD is becoming inc easingly u gen due o he ising numbe o de ec ed cases and g owing demands om amilies,
schools, and socie y (Vu, S.H, e al, 2014).
In his con ex , communi y awa eness plays a key ole. Acco ding o he Social Cogni i e Theo y amewo k (Bandu a,
1986) and he Theo y o Planned Beha io (Fishbein & Ajzen, 1975), communi y unde s anding and a i udes di ec ly in luence
social beha io , including he capaci y o ea ly de ec ion, s igma educ ion, and p omo ion o inclusion o child en wi h ASD.
Con e sely, p ejudice o misconcep ions can lead o delayed diagnosis, limi ed access o in e en ion se ices, and inc eased
economic and psychological bu dens o amilies (Nguyen, T. M. L., e al., 2013). This becomes e en mo e c i ical as media and
social ne wo ks inc easingly become p ima y in o ma ion sou ces o mos u ban esiden s.
Al hough some s udies on ASD exis in Vie nam, mos ocus on clinical o medical in e en ion aspec s, while sys ema ic
esea ch on communi y awa eness emains limi ed. On he o he hand, among solu ions, ea ly in e en ion is iden i ied as he mos
c ucial (Nguyen, T.H.G, 2024). This gap highligh s he u gen need o scien i ic e idence o comp ehensi ely assess public
awa eness le els, he eby suppo ing he design o communica ion s a egies, communi y educa ion, and policy planning.
Based on his con ex , his s udy was conduc ed wi h h ee main objec i es: (1) Sys ema ize he heo e ical basis o
communi y awa eness ega ding ASD in child en; (2) Desc ibe and e alua e he le el o awa eness abou ASD among Hanoi
esiden s; and (3) P opose ecommenda ions o enhance public awa eness o ASD in child en. The s udy's esul s a e expec ed o
p o ide impo an p ac ical e idence o planning inclusi e educa ion policies, heal h communica ion, and child men al heal h ca e
in Vie nam.
Hanoi Public Awa eness and Unde s anding o Au ism Spec um Diso de in Child en
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2. THEORETICAL BACKGROUND
2.1. Au ism Spec um Diso de in Child en
(1) Concep
Au ism Spec um Diso de (ASD) is a neu ode elopmen al diso de wi h an ea ly onse in he i s yea s o li e and pe sis ing
h oughou de elopmen (Ame ican Psychia ic Associa ion, 2013). These a e ea ly-onse diso de s in child en, cha ac e ized by
delays and de ia ions in social de elopmen , communica ion, and o he skills. The Wo ld Heal h O ganiza ion (Wo ld Heal h
O ganiza ion, 2023) de ines ASD as a complex de elopmen al condi ion, ypically ecognized wi hin he i s 5 yea s o li e, wi h
di e se mani es a ions. Global p e alence is es ima ed a abou 1% o he popula ion, equi alen o o e 70 million people, wi h
e idence o inc ease in many coun ies (Zeidan, J., e al., 2022). Clinical ea u es o ASD a e highly he e ogeneous: some child en
ha e no mal in elligence and language, while o he s ha e se e e de elopmen al delays; co-occu ing diso de s such as A en ion-
De ici /Hype ac i i y Diso de (ADHD), epilepsy, o anxie y a e also common.
In Vie nam, he e m "au ism spec um diso de " has been o icially used by he Minis y o Heal h in guidelines o child
men al heal h ca e, emphasizing he impo ance o ea ly de ec ion and mul idisciplina y in e en ion (Hoang e al., 2019). Some
epidemiological s udies in No he n Vie nam show ASD p e alence anging om 0.4% o 0.75% in young child en, wi h an
inc easing end (Nguyen Thi Hoai Thuong & T an Quoc Hung, 2025). Field epo s also indica e ha many pa en s ace di icul ies
accessing diagnosis and ea ly in e en ion, pa ly due o limi ed communi y awa eness and heal hca e se ice capaci y (Vu, S.H, e
al, 2014).
F om hese pe spec i es, au ism spec um diso de can be unde s ood as a synd ome o mul iple impai men s, mani es ing as
de elopmen al diso de s in beha io , cogni ion, emo ion, in e es s, hough s, speech, senso y p ocessing, and social ela ionships;
o en accompanied by a ying deg ees o in ellec ual disabili y.
(2) Clinical Mani es a ions and Diagnos ic C i e ia
Diagnosing au ism spec um diso de in child en is a complex assessmen p ocess in eg a ing in o ma ion, equi ing doc o s and
diagnos icians o ha e in-dep h knowledge in pedia ic de elopmen and expe ience wo king wi h child en wi h ASD (Minis y o
Heal h, 2022).
Cu en ly, wo diagnos ic c i e ia se s a e used wo ldwide: om he Ame ican Psychia ic Associa ion (APA, 2013) and he Wo ld
Heal h O ganiza ion (WHO):
• The 5 h edi ion published in 2013 o he Diagnos ic and S a is ical Manual o Men al Diso de s (DSM-5) by he Ame ican
Psychia ic Associa ion in oduced changes in e minology and he numbe o diagnos ic c i e ia o ASD compa ed o DSM-IV.
DSM-5 equi es p o essionals o speci y he se e i y o symp oms in wo co e domains. Diagnos icians also need o assess o he
associa ed di icul ies i p esen .
• The In e na ional S a is ical Classi ica ion o Diseases and Rela ed Heal h P oblems, 10 h Re ision (ICD-10) by WHO,
published in 1992, de ines diagnos ic c i e ia simila o DSM-IV and uses he e m Childhood Au ism.
• Cu en ly, he Vie namese heal hca e sys em uses ICD-10 codes o heal h insu ance eimbu semen and disease
managemen /s a is ics. Acco dingly, ASD pe DSM-5 co esponds o code F84.0 (Childhood au ism) and code F84.5 (Aspe ge 's
synd ome). The 11 h e ision (ICD-11), adop ed in 2019, has upda es simila o DSM-5, bo h in a anging diagnos ic c i e ia and
e minology. Acco ding o he Minis y o Heal h (2022), diagnos ic c i e ia o ASD pe DSM-5 include:
(i) Pe sis en de ici s in social communica ion and social in e ac ion ac oss mul iple con ex s, mani es ing in all h ee o he
ollowing a eas, cu en ly o by his o y (examples a e illus a i e, no exhaus i e): De ici s in social-emo ional ecip oci y; De ici s
in non e bal communica i e beha io s used o social in e ac ion; De ici s in de eloping, main aining, and unde s anding
ela ionships.
(ii) Res ic ed, epe i i e pa e ns o beha io , in e es s, o ac i i ies, mani es ed by a leas wo o he ollowing, cu en ly o by
his o y: S e eo yped o epe i i e mo o mo emen s, use o objec s, o speech; Insis ence on sameness, in lexible adhe ence o
ou ines, o i ualized pa e ns o e bal o non e bal beha io ; Highly es ic ed, ixa ed in e es s ha a e abno mal in in ensi y o
ocus; Hype - o hypo eac i i y o senso y inpu o unusual in e es in senso y aspec s o he en i onmen .
(iii) Symp oms mus be p esen in he ea ly de elopmen al pe iod (bu may no become ully mani es un il social demands exceed
limi ed capaci ies, o may be masked by lea ned s a egies in la e li e).
(i ) Symp oms cause clinically signi ican impai men in social, occupa ional, o o he impo an a eas o cu en unc ioning.
( ) ASD and In ellec ual Disabili y o en co-occu . To make a como bid diagnosis o ASD and in ellec ual disabili y, social
communica ion should be below ha expec ed o gene al de elopmen al le el.
Scien i ic e idence indica es ASD has a complex biological e iology, combining gene ic and en i onmen al ac o s (Geschwind, D.
H., & S a e, M. W., 2015). Al hough no speci ic p e en i e measu es exis , esea ch shows ea ly de ec ion and imely in e en ion
can imp o e language, social, and beha io al skills (Dawson, G., e al., 2010). Diagnos ic esul s a e exp essed using he Childhood
Au ism Ra ing Scale (CARS):
• 15 o 30 poin s: No au is ic.
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• 30.5 o 36.5 poin s: Mild o mode a e au ism.
• 37 o 60 poin s: Se e e au ism.
(3) Child en and Resea ch Scope
Child en wi h ASD need ea ly de ec ion be o e age 3, ideally om 18 o 24 mon hs (Nguyen, T.H.G, 2024). Gi en he clinical
symp oms and diagnosis abo e, child en need specialis examina ion o ecei e imely ea ly in e en ion se ices, helping hem
ha e oppo uni ies o social in eg a ion.
Legally, he Child en's Law (Na ional Assembly, 2016) de ines a child as a ci izen unde 16 yea s old. Howe e , many
s udies in heal h and educa ion use he 12-yea ma k o dis inguish young child en om adolescen s, aligning wi h he school sys em.
The e o e, o ensu e a scien i ic basis and acili a e communi y su eys in Hanoi, child en in his s udy a e de ined as being be ween
18 mon hs and 12 yea s old.
S age 18–24 mon hs: Many ea ly signs o ASD become clea (lack o eye con ac , no esponse o name, epe i i e beha io s).
Heal h o ganiza ions, including he CDC, ecommend de elopmen al sc eening a his age (CDC, 2025).
S age 3–5 yea s (p eschool): Child en wi h ASD ace many di icul ies in eg a ing in o class ooms and g oup
communica ion. This is when pa en al and eache awa eness s ongly in luences social a i udes.
S age 6–12 yea s (p ima y school): Many la e-de ec ed cases, when academic and social demands become mo e complex.
A i udes o eache s, pee s, and he communi y play a decisi e ole in in eg a ion and academic ou comes (Vu, S.H, 2014).
2.2. Communi y Awa eness o ASD in Child en
Concep o Communi y Awa eness.
In sociological and psychological esea ch, "communi y awa eness" is unde s ood as he p ocess o o ming knowledge, belie s,
a i udes, and beha io s o a social g oup owa ds a speci ic phenomenon (Bandu a, 1986). This concep no only e lec s he le el
o in o ma ion unde s anding bu also includes how he communi y in e p e s, e alua es, and esponds collec i ely o social issues.
Acco ding o McMillan & Cha is (1986), communi y awa eness is also linked o a sense o cohesion, sha ed alues, and mu ual
suppo esponsibili y.
Acco ding o he Knowledge–A i ude–Beha io amewo k (Fishbein & Ajzen, 1975), awa eness comp ises h ee main
componen s:
• Awa eness: Hea ing o being exposed o in o ma ion abou ASD, bu unde s anding is limi ed.
• Knowledge: Accu a e g asp o symp oms, causes, in e en ion me hods.
• A i ude: Emo ions and alue o ien a ions, can be posi i e (unde s anding, suppo i e o inclusion) o nega i e (anxie y, s igma).
• Beha io : Deg ee o ans o ma ion in o ac ion, such as accep ing inclusion, pa icipa ing in suppo , sha ing co ec in o ma ion.
Fo he heal h ield, especially au ism spec um diso de (ASD), communi y awa eness e lec s h ee impo an aspec s:
(i) The communi y's le el o awa eness abou he cha ac e is ics, causes, and needs o child en wi h ASD.
This is he mos basic le el, shown by indi iduals ha ing hea d o been exposed o in o ma ion abou ASD. Knowledge &
Awa eness - Au ism awa eness is a a iable measu ing an indi idual's abili y o ecognize, name, o ha e accessed in o ma ion
ela ed o au ism spec um diso de .
Table 1. Awa eness scale
Code
Su ey S a emen
Sou ce
KA1
I ha e hea d o au ism spec um diso de in child en.
Fishbein & Ajzen
(1975)
Bandu a, (1986).
KA2
I know he common signs o au ism (di icul y wi h social in e ac ion,
communica ion, epe i i e beha io ).
KA3
I can dis inguish au ism om in ellec ual disabili y o A en ion-
De ici /Hype ac i i y Diso de (ADHD).
KA4
I know child en wi h au ism ha e a di e se spec um o mani es a ions
( om mild o se e e).
KA5
I know ea ly de ec ion and ea ly in e en ion yield posi i e e ec s.
Sou ce: Au ho 's p oposal
(ii) Le el o Unde s anding (knowledge):
The abili y o co ec ly g asp symp oms, causes, and in e en ion me hods. A his le el, indi iduals can dis inguish ASD om o he
diso de s like in ellec ual disabili y o ADHD (Ame ican Psychia ic Associa ion, 2013). Pe cei ed Cha ac e is ics is a ac o
e lec ing awa eness o ea u es/mani es a ions (a key ac o shaping in-dep h pe cep ion). This ac o measu es he abili y o
co ec ly unde s and he na u e o and dis inguish au ism spec um diso de in child en om o he synd omes. This ac o is
exp essed h ough keywo ds and images ha appea when people hink abou au ism spec um diso de .
Hanoi Public Awa eness and Unde s anding o Au ism Spec um Diso de in Child en
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Table 2. Pe cep ion scale
Code
Su ey S a emen
Sou ce
PC1
Child en wi h au ism ha e di icul ies in communica ion and social
ela ionships.
Bandu a, (1986).
APA, DSM-5,
2013
PC2
Child en wi h au ism o en ha e epe i i e beha io s, na ow in e es s,
and a achmen o ou ines/ amilia objec s.
PC3
Child en wi h au ism ha e une en cogni i e p o iles; hey may be
weak in one a ea bu excel in ano he .
PC4
Child en wi h au ism may be o e ly sensi i e o ha e educed
esponses o sounds, ligh , as es.
Ba on-Cohen e
al. (2009)
Sou ce: Au ho 's p oposal
(iii) A i ude
Re lec s emo ions and alue o ien a ions owa ds ASD, which can be posi i e (unde s anding, empa hy, suppo i e o inclusion) o
nega i e (anxie y, s igma). Acco ding o he Theo y o Planned Beha io model, a i ude is an impo an ac o de e mining in en ion
and beha io (Fishbein & Ajzen, 1975). A i ude owa ds ASD includes:
A ec i e Pe cep ion – Emo ions/a i udes linked o awa eness: Linking awa eness o au ism spec um diso de wi h emo ions:
posi i e a i ude, anxie y, s igma).
Table 3. A ec i e pe cep ion scale
Code
Su ey S a emen
Sou ce
AP1
I eel sympa he ic and wan o unde s and child en wi h
au ism.
Bandu a, (1986). WHO,
ICD-11, 2022)
AP2
I eel posi i e abou schools/classes accep ing child en wi h
au ism o inclusion.
AP3
I eel wo ied abou he inc easing end o au ism in child en.
Sou ce: Au ho 's p oposal
Pe cei ed Social In luence on Awa eness: Assesses he impac o he su ounding en i onmen ( iends, amily, media) on he
awa eness o ma ion p ocess.
Table 3. Scale o social in luence ac o s on awa eness
Code
Su ey S a emen
Sou ce
SI1
Family in luences how I iew au ism.
Bandu a,
(1986).
SI2
F iends/colleagues in luence my awa eness o au ism.
SI3
Social media/media s ongly impac my unde s anding o au ism.
SI4
I see he communi y encou aging inclusion and suppo ing child en
wi h au ism.
Sou ce: Au ho 's p oposal
3. RESEARCH METHODOLOGY
To explo e Hanoi esiden s' awa eness o au ism spec um diso de in child en, he esea ch eam used wo main me hods.
• Desk esea ch, h ough collec ing and syn hesizing academic documen s, heal h epo s, and p e ious s udies on ASD, o build
he heo e ical basis and concep ual amewo k o measu ing awa eness (knowledge, a i ude, social in luence).
• Sociological su ey, wi h an online ques ionnai e designed on Google Fo m, he con en closely ollowing he heo e ical
backg ound. A e de eloping he su ey, he eam conduc ed a pilo su ey wi h 5 andom esiden s, hen adjus ed he scales
and conduc ed a wide su ey.
The su ey ques ionnai e was sen o Hanoi esiden s ia social media channels (Facebook, Zalo, email) using a combina ion o
con enience sampling and "snowball" sampling ( e e ing he nex pa icipan om cu en pa icipan s). In o al, he esea ch eam
collec ed 256 alid esponses. Obse ed a iables we e measu ed using a 5-poin Like scale:
1. S ongly Disag ee
2. Disag ee
3. Neu al
4. Ag ee
5. S ongly Ag ee
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• Da a p ocessing me hod: Collec ed da a we e en e ed and p ocessed using Excel so wa e. Resul s a e p esen ed ia ables and
cha s o illus a e e alua ions and analyses. The s udy used a 5-poin Like scale; when e alua ing he in luence le el o ac o s,
he mean alue o he scales was calcula ed; de e mining which esponse ange he mean sco e alls in o and iewing he in luence
le el o each ac o based on he achie ed mean alue.
In e al alue = (Maximum - Minimum) / n = (5-1)/5 = 0.8
E alua ion h esholds based on mean sco e:
1. 1.00 - 1.80: S ongly Disag ee
2. 1.81 - 2.60: Disag ee
3. 2.61 - 3.40: Neu al
4. 3.41 - 4.20: Ag ee
5. 4.21 - 5.00: S ongly Ag ee
4. RESEARCH FINDINGS
4.1. Desc ip i e da a abou he samples
Among 256 pa icipan s, 104 indi iduals (40.6%) we e s uden s, while 143 pa icipan s (55.9%) we e employed. Only 9 pa icipan s
(3.5%) we e e i ed. The age dis ibu ion o he pa icipan s is as ollows:
Figu e 1. Age o su ey pa icipan s
Sou ce: Su ey esul
Among he 256 su ey pa icipan s, he g oup unde 30 yea s old accoun ed o he la ges p opo ion, ep esen ing 49% (nea ly
hal o he o al). This was ollowed by he 40–49 age g oup, wi h 68 pa icipan s (27%). The 30–39 age g oup comp ised 18%,
while he emaining g oups (50–59 and 60 and abo e) ep esen ed smalle p opo ions, a 4% and 2%, espec i ely.
In e ms o gende , ou o 256 esponden s, 64 we e male (25%), 181 we e emale (70.7%), and 11 pa icipan s (4.3%) p e e ed no
o e eal hei gende .
Figu e 2. Gende o su ey pa icipan s
Sou ce: Su ey esul
Unde 30 yea s old
49%
F om 30 o unde 40
yea s old
18%
F om 40 o unde 50
yea s old
27%
F om 50 o unde 60
yea s old
4%
O e 60 yea s old
2%
Male
25%
Female
71%
P e e no o say
4%
Hanoi Public Awa eness and Unde s anding o Au ism Spec um Diso de in Child en
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4.2. Su ey esul s
(1) Knowledge and Awa eness o Au ism Spec um Diso de (ASD)
Knowledge and awa eness o ASD cons i u es he i s and undamen al ac o o he communi y cogni ion model (Fishbein &
Ajzen, 1975; Bandu a, 1986). The su ey esul illus a es ha he mean sco es o obse ed a iables in his ca ego y anged om
3.25 o nea ly 4.0 on a 5-poin Like scale, e lec ing a gene al endency owa d “Ag eemen ” among he majo i y o pa icipan s.
This sugges s ha Hanoi’s esiden s ha e a ce ain le el o exposu e o in o ma ion abou ASD, al hough he dep h o unde s anding
is no balance di e en in aspec s. Simul aneously, he le el o awa eness appea s ela i ely posi i e (KA1, KA2, KA4, KA5), ye
emains limi ed in e ms o dis inguishing ASD om o he de elopmen al diso de s (KA3).
Table 5. The mean sco es o “Knowledge & Awa eness” Va iables
Code
S a emen
Mean
Pe cep ion
KA1
Ha e hea d abou ASD
4,047
Ag ee
KA2
Know abou common symp oms
3,695
Ag ee
KA3
Able o dis inguish ASD and de elopmen al delay/ADHD
3,254
Neu al
KA4
Awa eness o he di e se spec um o mani es a ions
3,758
Ag ee
KA5
Awa eness ha ea ly de ec ion & in e en ion a e e ec i e
3,793
Ag ee
Sou ce: Su ey esul
Among he indica o s, KA2 (awa eness o common symp oms) and KA5 (unde s anding he impo ance o ea ly de ec ion and
in e en ion) achie ed he highes mean sco es. This e lec s he in luence o heal h communica ion and mass media in dissemina ing
in o ma ion abou ASD wi hin he communi y. In e na ional s udies ha e simila ly emphasized he c i ical ole o media in
enhancing public knowledge o au ism (WHO, 2023).
In con as , KA3 (abili y o dis inguish ASD om in ellec ual disabili y o ADHD) eco ded he lowes mean sco e (3.254,
Neu al). This highligh s a gap in specialized knowledge wi hin he communi y, consis en wi h Vu, S.H. (2014), who no ed ha
many Vie namese s ill con use ASD wi h o he de elopmen al diso de s. The inding also aligns wi h he s udy by T an, T.T.H. e
al. (2022) in Thai Binh, which epo ed ha 50% o g andpa en s and nea ly 30% o pa en s we e unable o di e en ia e be ween
a ious de elopmen al condi ions. In he b oade Vie namese con ex , he di e en ia ion o ASD diagnoses emains challenging
e en o p eschool eache s and p ima y heal hca e s a .
(2) The pe cei ed chac e is ics
The “Pe cei ed Cha ac e is ics” dimension e lec s he ex en o public unde s anding ega ding he co e ea u es o ASD. Su ey
esul s show ha all obse ed a iables in his ca ego y ob ained mean sco es abo e 3.8 (Ag ee), wi h PC1 (di icul ies in social
communica ion) ecei ing he highes ag eemen (4.129). This sugges s ha he communi y possesses a ela i ely accu a e
awa eness o he ypical signs o au ism, al hough limi a ions emain conce ning less equen ly emphasized aspec s such as senso y
sensi i i y (PC4).
Table 6. Mean Values o he “Pe cei ed Cha ac e is ics” Va iables
Code
S a emen
Mean
Pe cep ion
PC1
Child en wi h ASD ha e di icul ies in social communica ion
4.129
Ag ee
PC2
Repe i i e beha io s and es ic ed in e es s
3.922
Ag ee
PC3
Une en cogni i e abili ies (s eng hs and weaknesses a y)
3.918
Ag ee
PC4
Heigh ened sensi i i y o low esponsi eness o senso y s imuli
3.863
Ag ee
Sou ce: Su ey esul
An analysis o each a iable e eals he pa icipan s’ pe cep ions o he di e en mani es a ions o au ism spec um diso de , as
ollows:
PC1 (di icul ies in communica ion and social in e ac ion) ecei ed he highes mean sco e (4.129), con i ming ha he
communi y accu a ely ecognizes his as a “co e” ea u e o ASD, consis en wi h he DSM-5 (APA, 2013). This inding aligns wi h
p e ious s udies conduc ed bo h in Vie nam and in e na ionally, which ha e highligh ed social communica ion de ici s as he mos
easily ecognized symp om o ASD (Vu, S.H., 2014; WHO, 2023).
PC2 ( epe i i e beha io s and es ic ed in e es s) and PC3 (une en cogni i e abili ies) ob ained nea ly equi alen sco es
(3.922 and 3.918, espec i ely). This is a ela i ely high sco e, hough no ou s anding, indica ing ha while people a e awa e o
his mani es a ion o ASD, hei unde s anding is no pa icula ly s ong. In he s udy by T an, T.T.H. e al. (2022) conduc ed in Thai
Binh, only abou 56% o esponden s we e able o iden i y s e eo yped beha io s, a lowe p opo ion compa ed o ecogni ion o
language and communica ion issues.
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PC4 (senso y sensi i i y) ecei ed he lowes sco e (3.863), e lec ing limi ed awa eness o he “less isible” mani es a ions o ASD,
such as child en being o e ly eac i e o in no esponse o ligh , sound, o as e. In p ac ice, hese ea u es a e o en o e looked o
mis aken o ypical childhood beha io s, which may delay de ec ion.
O e all, he communi y in Hanoi demons a es a ai ly accu a e unde s anding o he co e cha ac e is ics o ASD,
pa icula ly ega ding social communica ion. Howe e , ecogni ion o seconda y and mo e sub le ea u es—such as senso y
di e ences o une en cogni i e abili ies— emains insu icien . This highligh s he need o s eng hened public communica ion, as
well as aining o p eschool eache s and p ima y heal hca e s a , in o de o enhance ea ly de ec ion and in e en ion.
(3) A ec i e Pe cep ion
The su ey indings indica e ha he communi y in Hanoi gene ally holds posi i e and empa he ic a i udes owa d child en wi h
ASD, wi h all obse ed a iables a ed a he le el o Ag eemen (>3.9). Among hese, AP3 (conce n abou he inc easing p e alence
o ASD) and AP1 (empa hy and willingness o unde s and child en wi h ASD) ecei ed he highes mean sco es (~4.07 each),
e lec ing a combina ion o compassion and conce n. This sugges s ha people no only ecognize ASD as a social issue equi ing
suppo bu also pe cei e he u gency o imely in e en ion.
Table 7. Mean alue o he a iable “A ec i e Pe cep ion”
Code
S a emen
Mean
Pe cep ion
AP1
Empa hy and willingness o unde s and child en
wi h ASD
4.066
Ag ee
AP2
Posi i e a i ude owa d school inclusion o
child en wi h ASD
3.941
Ag ee
AP3
Conce n abou he inc easing p e alence o ASD
4.078
Ag ee
Sou ce: Su ey esul
Acco ding o he su ey esul s, AP1 (Empa hy and willingness o unde s and child en wi h ASD) sco ed 4.066, e lec ing he
communi y’s humani a ian a i ude and a eadiness o suppo child en wi h ASD in educa ional se ings, p o ided ha app op ia e
guidance and assis ance a e a ailable. Howe e , AP3 (conce n abou he inc easing p e alence o ASD) ob ained he highes mean
sco e (4.078). This conce n is consis en wi h he Vie namese con ex , whe e he numbe o child en diagnosed wi h ASD has isen
sha ply o e he pas wo decades (Nguyen, T.H.T. & Chan, Q.H., 2025).
AP2, which measu es posi i e a i udes owa d school inclusion, while s ill a he le el o “Ag eemen ,” eco ded he lowes
mean sco e (3.941) among he indica o s. This indica es ha al hough he majo i y o he communi y suppo s inclusi e educa ion,
ce ain ese a ions and hesi a ions emain.
O e all, hese esul s e lec a common end in social a i udes: empa hy and willingness o p o ide suppo coexis wi h
conce n and a deg ee o hesi a ion in inclusi e se ings. This se es as an impo an basis o ecommending communi y educa ion
p og ams aimed a educing unde lying biases and os e ing mo e inclusi e school en i onmen s (Bandu a, 1986; WHO, 2023).
(4) Pe cei ed Social In luence on Awa eness
The su ey esul s indica e ha pe cei ed social in luence on ASD awa eness was a a mode a ely high le el, wi h mean sco es
anging om 3.38 o 3.85. Among hese, social media/mass communica ion (PS3) and communi y encou agemen (PS4) had he
s onges in luence, whe eas amily (PS1) and, in pa icula , iends/colleagues (PS2) exe ed weake e ec s. This e lec s he u ban
con ex o Hanoi, whe e mass media and social ne wo ks se e as he p ima y channels shaping awa eness, a he han di ec
in e ac ions wi hin amilies o small social g oups.
Table 8. Mean Values o he “Pe cei ed Social In luence” Va iables
Code
S a emen
Mean
In e p e a ion
PS1
Family in luences awa eness
3.512
Sligh ly Ag ee
PS2
F iends/colleagues in luence awa eness
3.383
Neu al
PS3
Social media/mass communica ion
3.730
Ag ee
PS4
Communi y encou agemen o inclusion
3.852
Ag ee
Sou ce: Su ey esul
Among he social in luence ac o s, communi y encou agemen (PS4) ecei ed he highes mean sco e (3.852). This is a posi i e
signal, sugges ing a shi in social no ms owa d ecognizing ASD, consis en wi h Vie nam’s ecen policy emphasis on “inclusi e
educa ion.” This e ec is u he ein o ced by PS3 (social media and mass communica ion), highligh ing he p ominen ole o
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media in aising awa eness. These indings a e consis en wi h in e na ional esea ch by Jones, S.C., e al. (2021), which emphasized
ha online media is a key sou ce o basic ASD knowledge, pa icula ly among younge popula ions.
The PS1 g oup ( amily) sco ed 3.512, sugges ing ha while he amily is pe cei ed as impo an , i s ole in exchanging
and sha ing knowledge abou ASD has no been ully ealized. PS2 ( iends/colleagues) eco ded he lowes sco e (3.383, Neu al),
indica ing ha ASD has no ye become a equen opic o discussion in e e yday social in e ac ions. These esul s highligh ha ,
in he con ex o Hanoi, mass communica ion and communi y no ms exe he g ea es in luence on awa eness, whe eas mic o-le el
impac s om amily and pee s emain limi ed. The e o e, awa eness- aising in e en ions should ocus simul aneously on
le e aging mass media channels while s eng hening he oles o amilies, schools, and pee g oups o ensu e consis en suppo
(Bandu a, 1986; WHO, 2023).
5. RECOMMENDATIONS
The su ey indings analyzed in Sec ion 4.2 demons a e ha esiden s o Hanoi possess a ela i ely posi i e le el o awa eness
ega ding au ism spec um diso de . Basic knowledge—such as “ha ing hea d o ASD” and “ ecognizing common symp oms”—
achie ed ela i ely high mean sco es (~3.9), e lec ing he ini ial e ec i eness o communica ion e o s and communi y-based
in e en ions. Awa eness o co e ea u es, such as social communica ion di icul ies, also ecei ed s ong ag eemen (4.129). A he
same ime, social a i udes appea empa he ic and suppo i e owa d child en wi h ASD (AP1 = 4.066), p o iding a a o able
ounda ion o p omo ing inclusi e educa ion.
Howe e , se e al limi a ions emain e iden :
• Specialized knowledge o dis inguishing ASD om o he de elopmen al diso de s is s ill limi ed (KA3 = 3.254).
• Recogni ion o sub le mani es a ions such as senso y sensi i i y is no ye widesp ead (PC4 = 3.863).
• The in luence o amily and pee s on awa eness emains ela i ely weak (PS1 = 3.512; PS2 = 3.383).
F om he su ey esul s, i can be obse ed ha public awa eness o au ism spec um diso de (ASD) in Hanoi has eached a
ela i ely posi i e le el, pa icula ly in e ms o basic knowledge and empa he ic a i udes owa d child en. Howe e , he limi a ions
in dis inguishing ASD om o he de elopmen al diso de s, he hesi ancy owa d inclusi e educa ion, and he s ill-unclea ole o
amilies in knowledge sha ing highligh he u gen need o coo dina ed solu ions. The ollowing ecommenda ions a e di ec ed a
key s akeholde g oups wi hin he awa eness and suppo ecosys em o child en wi h ASD.
(1) Communica ion s a egies. Communica ion e o s should shi om me ely dissemina ing gene al in o ma ion o de eloping
specialized messages ha emphasize he dis inc ions be ween ASD and o he de elopmen al diso de s such as in ellec ual disabili y
o ADHD. Cu en communica ion elies hea ily on social media and mass media, which a e powe ul bu p one o misin e p e a ion
o he sp ead o un e i ied in o ma ion. The e o e, he Minis y o Heal h and he Minis y o Educa ion and T aining should join ly
de elop s anda dized ma e ials alida ed by expe s, while also o ganizing hema ic communica ion campaigns such as “Ea ly
De ec ion o ASD” o “Inclusi e Educa ion is E e y Child’s Righ .” This app oach no only s eng hens accu a e knowledge bu
also helps educe social s igma, aligning wi h WHO (2022) ecommenda ions on public heal h communica ion s a egies.
(2) Educa ion sys em. Al hough he su ey shows ela i ely posi i e a i udes owa d including child en wi h ASD in mains eam
class ooms, he le el o ag eemen is no pa icula ly high. This e lec s conce ns abou eache s’ capaci y, he eadiness o school
acili ies, and implici biases among pa en s. Consequen ly, policy should p io i ize in eg a ing ASD iden i ica ion and suppo skills
in o eache aining p og ams a he p eschool, p ima y, and seconda y le els. A he same ime, i is necessa y o es ablish on-si e
suppo mechanisms o schools, such as school counseling eams o special educa ion p o essionals. Models such as “inclusi e
eaching assis an s” o “suppo eache s” in class ooms can help educe he bu den on home oom eache s while c ea ing mo e
a o able condi ions o child en wi h ASD o pa icipa e e ec i ely.
(3) Family. The indings indica e ha he ole o amilies in shaping awa eness o ASD emains limi ed, e en hough hey a e he
co e ac o s in ea ly de ec ion, in e en ion, and in eg a ion. This si ua ion e lec s wo unde lying issues: i s , he lack o o icial
channels h ough which pa en s can access eliable in o ma ion; and second, he p esence o “sel -s igma,” a condi ion in which
pa en s eel ashamed, conceal hei child’s diagnosis, o a oid discussing ASD (Vu, S.H., 2014). To add ess his, i is essen ial o
de elop pa en al aining p og ams in bo h in-pe son and online o ma s, equipping pa en s wi h he skills o di e en ia e ASD om
o he diso de s, ecognize less common cha ac e is ics such as senso y sensi i i ies, and apply s a egies o suppo child en in daily
li e. The “Pa en T aining P og am” model has been shown o be e ec i e in many coun ies (Bea ss, K., e al., 2015), enabling
pa en s o se e as “co- he apis s” o hei child en. In addi ion, small-scale pa en suppo g oups play an impo an ole in educing
isola ion and enhancing expe ience-sha ing. Pa icipa ion in such g oups allows pa en s o be hea d, sha e hei s o ies, and lea n
om one ano he , he eby g adually disman ling eelings o sel -blame and in e nalized s igma. Resea ch by McCabe (2007) in
China demons a ed ha communi y-based suppo g oups plays a decisi e ole in ans o ming pa en al a i udes and beha io s
owa d child en wi h ASD. In addi ion o pa en s, i is essen ial o mobilize he in ol emen o he ex ended amily—including
g andpa en s and siblings—in accompanying child en wi h ASD. In he Vie namese con ex , many child en a e ca ed o p ima ily
Hanoi Public Awa eness and Unde s anding o Au ism Spec um Diso de in Child en
IJSSHR, Volume 08 Issue 10 Oc obe 2025 www.ijssh .in Page 7863
by g andpa en s; he e o e, aining and communica ion should no be limi ed o pa en s bu ex ended o olde gene a ions. This
app oach helps c ea e a holis ic, consis en amily en i onmen , educing discon inui ies in child suppo .
(4) Communi y and Socie y. The s udy indings indica e ha encou agemen om he communi y exe s a s onge in luence on
awa eness han ha om iends o colleagues. When he communi y demons a es accep ance and suppo , pa en s and amilies o
child en wi h ASD gain g ea e con idence in allowing hei child en o pa icipa e in social ac i i ies. Thus, i is c ucial o es ablish
communi y- iendly models, such as “au ism s igma- ee socie ies,” whe e cul u al e en s, spo s ac i i ies, o inclusi e educa ion
es i als a e o ganized o p omo e in e ac ion. Communi y communica ion should shi om pi y-based na a i es o empowe men
messages, highligh ing he s eng hs and abili ies o child en wi h ASD a he han ocusing solely on de ici s. This s a egy has
been adop ed in many coun ies o eshape social no ms owa d inclusi i y and di e si y. On a b oade scale, aising communi y
awa eness o ASD should be ecognized as a key heal h and educa ion indica o , o be measu ed on a egula basis. Ra he han
elying solely on he numbe o diagnosed child en o in e en ion cen e s, pe iodic sociological su eys should be conduc ed o
e alua e changes in public awa eness, a i udes, and beha io s. This will se e as an impo an scien i ic basis o policymake s o
adjus o ien a ions, alloca e esou ces, and e alua e he e ec i eness o ASD- ela ed communica ion p og ams. The es ablishmen
and main enance o a na ional da abase on ASD, including indica o s o public awa eness, no only acili a es he moni o ing o
changes in social a i udes and knowledge bu also p o ides a ounda ion o he Go e nmen o in oduce mo e imely, app op ia e,
and e ec i e in e en ions.
6. CONCLUSION
This s udy p o ides a sys ema ic o e iew o public awa eness o Au ism Spec um Diso de (ASD) in Hanoi. Findings indica e
ha esiden s demons a e a ela i ely posi i e le el o awa eness, pa icula ly in undamen al aspec s such as ha ing hea d o ASD,
ecognizing di icul ies in social communica ion, and ag eeing on he impo ance o ea ly de ec ion and in e en ion. O e all,
communi y a i udes appea o be sympa he ic, open, and suppo i e, hough accompanied by conce ns ega ding he inc easing
p e alence o diagnosed cases.
Ne e heless, challenges emain. The public s ill encoun e s di icul ies in dis inguishing ASD om o he de elopmen al
diso de s, and knowledge abou sub le ea u es—such as senso y sensi i i ies— emains limi ed. Mo eo e , esul s on pe cei ed
social in luences highligh ha mass media and he wide communi y play he mos signi ican oles in shaping awa eness, whe eas
he con ibu ions o amilies and pee g oups a e compa a i ely weak. This sugges s ha communi y awa eness is cu en ly d i en
p ima ily by public communica ion channels, while di ec exchange and suppo wi hin smalle social uni s ha e ye o be ully
mobilized.
I should also be no ed ha his s udy’s measu emen amewo k ocused p ima ily on knowledge, a i udes, and selec ed
in luencing ac o s, wi hou ully cap u ing o he dimensions o social pe cep ion such as beha io al p ac ices o di ec expe iences
wi h child en wi h ASD. Fu u e esea ch should add ess hese gaps in o de o p o ide a mo e comp ehensi e unde s anding o ASD
awa eness and i s implica ions o inclusi e policy-making. The e o e, u u e esea ch could ocus on in eg a ing beha io al
indica o s, such as he le el o pa icipa ion in ac i i ies suppo ing child en wi h ASD o he expe iences o communi y membe s
when di ec ly in e ac ing wi h child en on he au ism spec um.
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