Abstract

Affectivity plays a fundamental role in healthy brain development and in children’s growth potential. Understanding how the brain organizes itself in individuals with Autism Spectrum Disorder (ASD) not only guides clinical intervention strategies but also enables the design of specific approaches that minimize dysfunctions and strengthen preserved functions. According to the Pan American Health Organization (PAHO), the incidence of ASD has increased significantly in recent decades, underscoring the urgent need to deepen our understanding of neuroaffective processes in this population (PAHO, 2023). The research presented in this text seeks to describe the functioning of the nervous system in children with ASD and, given its complexity, to propose effective socioaffective methodologies and strategies to foster cognitive, motor, and sensory development. The analysis is based on a careful literature review and a critical evaluation grounded in the work Neuropsiquiatria Infantil, which benefited from the contributions of 32 specialists in the field. In the context of ASD, the brain shows marked differences compared to the neurotypical pattern: increases in cranial circumference and brain volume—alterations attributed to greater neuronal proliferation during early developmental stages. Although this cellular increase may seem advantageous, it can create imbalances in synaptic connections and the structuring of neural networks, contributing to difficulties in emotional regulation, sensory processing, and social communication (CENBRAP, 2023). In this scenario, interventions that emphasize affectivity in both family and school environments are essential. Strategies that promote the strengthening of the affective-emotional bond—through nurturing, symbolic play, and verbal mediation sensitive to the child’s emotional state—have shown potential to improve self-regulation, expand social interaction skills, and stimulate neural plasticity (PAHO, 2023). Finally, understanding the impact of affectivity on the neurodevelopment of children with ASD is essential for the development of integrated therapeutic and pedagogical practices. The integration of neuroscientific knowledge with socioaffective approaches constitutes a central element in promoting lasting changes in these children’s learning trajectories and inclusion.