Introduction
Wisdom is recognizing the causes and knowing how-to-dos which leads to the professional and subtle application of knowledge in practice. Using professional knowledge and wisdom in diagnosis and therapy of Autism Spectrum Disorder (ASD), which is a neurological and developmental disorder, can be very efficacious and can affect how people interact with others, communicate, learn and behave.
Methodology
This research started in 2021 with 40 patients who agreed to participate in the experiment. Finally 30 subjects completed the study. The statistical population of this research were 2 to 14 year old children diagnosed with ASD. Subjects were classified according to DSM-5 criteria in three levels: mild, moderate and severe. Current research aimed to investigate, autistic children interests and the relationship between the level of the disease and the type of interest including listening to stories, watching TV and virtual reality.  In the next step, the interrelationship of these interests was measured. Next, the level of interest of subjects to common games in the market was measured. In this section, after talking to families and collecting data, the favorite games of these children were divided into 8 general groups. Also, when interviewing the families, the educational preference of the children was also evaluated, i.e. parents were asked which of the visual or auditory educational styles they prefer.
Results and Discussion
The results show that most of the children with level II of ASD were classified in the mild group (level I) by their parents. This might be because the parents were biased and ignored some symptoms of the disease. Accordingly, it can be assumed that at the community level, many clinical symptoms of the mild spectrum of autism are considered unimportant or sort of individual differences and personality traits by parents or educators, and for this reason, a significant percentage of children with Mild autism is generally not diagnosed and thus will not be subject to clinical support and therapeutic help. In patients with a mild level of autism, the level of interest in movies is seen in equal proportions, in such a way that each of the three groups of interest (low, medium and high) occupy almost a third of the population. In children with level II of ASD, the percentage of people who are very interested in movies decreases to 20% of the population. In the remaining 80%, children with average interest account for half of the population. The other half of this population is related to children who don't have any interest in television at all or, in some cases, only enjoy watching short commercials and musicals. The results of this research suggests that with the increase in the severity of the autism, children's interest in television goes away from “indifferent” or “fascinated” and tends towards a normal state. Furthermore, the level of interest in the story, according to results of this study, had an inverse relationship with the severity of autism. At the end of the sessions, among the children with level I and level II of ASD, no case of disinterest in VR was observed, and only among the level III subjects, 32% disinterest in this technology was noticed. Meanwhile, in level I group, half of subjects showed a moderate interest and the other half showed an intense interest. As for the level II group, the frequency of children who were very interested in VR even exceeded 50% and reached 60% of the population. For level 3 of autism, however, the frequency of moderate and severe interest decreased and reached 32% and 37%, respectively. From the results of this study it can be concluded that VR technology can be used perfectly for people with level I and II of autism and it will be welcomed by them. Even for level III of ASD, the proportion of people interested in VR (moderate and severe interest groups) in total accounts for about two-thirds of the entire study population, which, in turn, is noteworthy. These subjects made up about 40% of the total subjects interested in VR, and half of them had level III of autism. The results of this section suggest that even in the case of people with level III of autism, with practice and persistence, the child can start to engage in VR and use this powerful tool for educational purposes.
 
 
 
Conclusion
In general, this research suggests that by recognizing and using the accumulated expert knowledge and wisdom of all international experts, which consists of an integral set of hierarchy, style of doing things and activities, their knowledge can be hierarchically, sequentially and  in parallel stored in the framework of prescriptive and formative and even consensual approaches, according to the creation of a national knowledge system of autism, and be utilized in order to be more successful in improving the level of proficiency, expertise, skill and the art of designing, compiling and continuously improving treatment solutions. Therefore, for children with autism, before starting the treatment, detailed tests should be performed to identify the level of ASD and then special treatment methods for each level should be adopted. Also, in the case of autism, like many other mental disorders, the facilitating aspects of education, such as continuity, dynamics and interaction, should be emphasized in order to gradually achieve the desired intention.