The most popular theory noted and developed by Dr Simon Baron Cohen is the theory of mind [11]. This theory suggests that people with ASD suffer from mindblindness, which loads them with the inability to achieve joint attention with others, misunderstanding or interacting with others' thinking, perceiving, intending, or believing caused by the level of blindness towards other people's mental states. This theory was evolved in 2002 to the extreme male brain theory [12] . This theory emphasizes the concept of empathy over the previous one, mindblindness. Dr Baron Cohen suggested that the brain has two types: the empathizing female and systemizing male types. In general, we will find a balancing process between the two ways of thought management, with more preponderance towards empathy in women and systemized thinking in men. While in an autistic person, we will notice a considerable lack of understanding or empathy and a higher reliance on systemic and logical encoding of emotions and feelings. They are hyper-systemizers, best able to cope with logical, lawful systems, not systems of high variance or change. This is why autistic people portray an extreme male-brain function.

In 1989, Dr Uta Frith developed another interesting theory. She proposed the Weak Central Coherence Theory of autism [13] . Central coherence was the term given to a human being's ability to derive overall meaning from a mass of details. What makes this an innovative theory is its ability to demonstrate the deficits and strengths of autistic people at the same time; by making out comprehensive meaning from smaller details and creating a wider, clearer picture, ASDs would be at a major disadvantage. On the other hand, when needed to pick out extreme detail from a massive bulk of information, individuals with ASD will definitely Rock!

Lastly, it is important to mention one of the most refuted theories of the last decade, that is, the refrigerated mother theory, [14]a theory which blames mothers, in a very direct accusation, of their child's situation, referring to the detachment during the child's early development years. This theory was brought up by child psychologist Bruno Bettelheim. He argued that ASD appears as a reflection of the withdrawal of a child from the unbearable rejection of an emotionally cold yet impassive mother. This view starkly contrasts ReAttach's, where in the ReAttach protocol for ASD, parents are highly respected as co-regulators, included in a multi-family approach as part of the solution. ReAttach has been showing remarkable progress in helping people with ASD [4] to improve their quality of life and reduce expected challenges. A detailed discussion and more comprehensive study of ReAttach will follow.

The growth mindset, an intrinsic motivation to challenge oneself in development and personal growth [15] , is in stark contrast to the pervasive developmental stagnation characterizing individuals with ASD.

People with ASD often compensate for intolerance of uncertainty through adherence to routines and insistence on sameness [16], [17]. Due to the fixed mindset that reduces opportunities to overcome stressful situations in new, unfamiliar activities or environments, individuals with ASD may develop narrow behavioral repertoires fostering avoidance of change. The fixed mindset, and more specifically, the insistence on sameness, may increase the vulnerability of repetitive negative thinking, which is an important transdiagnostic factor in depression and anxiety [17].

A growth mindset and beliefs in malleable abilities may promote the development of self-control capabilities [18] . In other words, individuals with a growth mindset enhance their self-control by proactively employing self-regulatory strategies and practices.

Parents of children with ASD tend to lose confidence in their child's development because they experience that the growth is not as self-evident as they expected. Due to their uncertainties and challenges, these parents often experience high stress levels [19], [20]and develop a fixed mindset, which might result in frustration and a sense of hopelessness. Nevertheless, by working with the parents on adopting a growth mindset, the parents can regain their optimism in the child's developmental potential. Retraining parental optimism is important since parents shape the child's environmental climate and are the primary co-regulators of arousal and affect. A growth mindset in parents might encourage the understanding that new abilities can be developed in individuals with autism, even skills that parents had not (any longer) counted on. Hodis et al. [21] advocate for a clinical framework to facilitate care accounting for the need for predictability. In working with individuals with ASD, we are therefore faced with the challenge of starting from a fixed mindset including a need for predictability and, at the same time, working towards a growth mindset by optimizing learning conditions.

The Diagnostic and Statistical Manual of Mental Disorders [1]describes autism as a developmental disorder characterized by difficulties in social communication, hyper/hypo-sensory sensitivities, and repetitive behaviors, but is not unambiguous regarding information processing. Some individuals with ASD can process information globally and in detail; in others, a lack of or weak central coherence and detailed information processing is prominent [22]. Difficulty in central coherence means that a person can not simultaneously process perceived information while giving integral meaning to that information. This cognitive style is characterized by a tendency to process details while being blind to the global context [23], [24]. Although the cognitive style in autism is personal [25] , problems in information processing and meaning-making significantly impact the development. If we want to improve information processing in patients who experience problems with it, we need to optimize several processes that play an important role in this.

Optimal sensory information processing requires a delicate balance in the supply of stimuli. Current neurobiological theories of autism state that imbalances in excitation/inhibition might lead to high neural noise [26] . While a certain amount of background noise and variation can benefit a baby's sensory development through stochastic resonance, too much sensory input - leading to overstimulation - can be counterproductive and disrupt the brain's ability to deal effectively with incoming stimuli. It is, therefore, important to pay attention to the signs of overstimulation in babies and provide a suitable environment that supports their development without being overwhelming. The consequences of sensory overstimulation or sensory understimulation in babies might be that their brain is not optimized for processing sensory signals, leading to atypical sensory processing[27]. For instance, olfactory hypersensitivity might be a possible neural mechanism underlying atypical sensory processing in ASD at the expense of multiple sensory processing [27] .

Raising a child with autism is not apparent. The uncertainty causes parental distress and changes family dynamics [3], [28]. Dijkstra-de Neijst et al. published about the parental stress and Quality of Life of parents of young children with autism [29] . They found that high parental stress was present in early parenthood, affecting Quality of Life. This latest study provided new insights into what parental stress stems from, namely conflicting feelings towards the child, parenting challenges and difficulties, and feelings of incompetence and confinement. The researchers recommend paying attention to the well-being of both parents in the treatment of children with ASD.

For people with ASD, contacting a therapist and engaging in new learning experiences is not self-evident. ReAttach aims to optimize learning conditions, and, as you have just read, adjustments can be made on several ReAttach components. However, the therapist cannot divide ReAttach sessions into small, separate elements like a task analysis or step-by-step plan. ReAttach always involves activating sensory and cognitive processes in a fixed order that will run cumulatively. Therefore, the ReAttach Specialist starts very basic, at a low entry-level, and builds up the training by adding more and more without stopping the training.

Before starting the actual ReAttach session, a therapist can use play or exercises as an introduction. Wiring Affect with ReAttach [33], [34] is such a brief exercise that it might fit perfectly as an introduction to ReAttach, at least if the ReAttach Specialist succeeds in establishing this type of collaboration with the child. Overall, the biggest challenge lies in establishing a cooperation with the child / young person/adult with ASD so that a ReAttach session can actually take place.

People with ASD tend to have a low tolerance for uncertainty and a high need for predictability. They need to know what exactly is expected, which is different from receiving a detailed explanation of how ReAttach works. In other words, the focus is not on what the therapist will do but what the patient should do. With ReAttach, this is easy to explain: sit opposite the therapist at the table and try to carry out the thinking tasks while the ReAttach therapist presses or drums on the backs of the hands. The touches can be made predictable by using "slow motion" and announcing, for example, "slow motion high five." Confirming that the patient is doing well may decrease the uncertainty.

For individuals with ASD, the world is often unpredictable, and many find it especially hard to deal with the unexpected or unknown. An unpredictable world does not feel safe and hinders the development of a Growth Mindset. Therefore, the New Mind Creation (NMC) technique is essential to train secure attachment and practice exploratory thoughts and behavior. According to McKenney et al. [50] , repetitive negative thinking is a transdiagnostic prospective predictor of internalizing problems, both in the population of ASD and in neurotypical people.

We use NMC to increase the tolerance of uncertainty by decoding the intolerance of uncertainty under secure attachment conditions. Stepping out of the comfort zone of the fixed mindset and adopting a growth mindset also requires secure attachment conditions, thus the NMC. Because many individuals with ASD have experienced bullying, it can be difficult for them to receive positive feedback. We teach them to trust and appreciate compliments with the NMC. It is also important to use the NMC to train resilience to deal with stressful situations and to help individuals with ASD receive criticism in a constructive way and transform it into growth.