Individuals with autism vary in their symptoms and abilities, which is why the term autism spectrum disorder (ASD) was created as an umbrella term by the APA’s Diagnostic and Statistical Manual of Mental Disorders (DSM-5) in 2013.
ASD is a diagnosis that falls under the umbrella of neurodivergence. The spectrum includes children and adults who are considered to have low or high-functioning autism, but what do those terms mean?
You may be familiar with some of the characteristics or signs of autism, which may include things like:
However, when a toddler or child receives an ASD diagnosis, their pediatrician or psychologist/psychiatrist may also use the DSM-5 criteria to determine which “level” they are: 1, 2, or 3.
These levels are not assigned to stigmatize or label a child or recently diagnosed adult. Rather, they serve as a way for healthcare professionals and applied behavioral analysts to understand what levels and types of support may be required to foster individual, family/household, and long-term success.
Individuals with Level 1 autism, which is sometimes referred to as Asperger’s syndrome, are considered to have “high-functioning autism.” They need minimal support to thrive in the classroom, workplace, and social environments. Their IQ is not affected by the disorder. In fact, many people may not even realize someone with Level 1 ASD has autism at all.
However, a person with Level 1 ASD may have trouble communicating at length or cooperating (taking turns in both games, play, and conversation) with neurotypical peers and others. Typically, the support required to help children with Level 1 ASD includes:
With a little support and consistency, a person with level 1 ASD can live independently, with little to minimum support later on.
If your loved one has Level 2 ASD, they have a mid-grade level of autism - between high and low functioning distinctions. Even so, they require diverse support, and early intervention and support are essential to early childhood and social development - and to create a healthy, functional household dynamic. While a child with Level 1 ASD may require very minimal support, those with ASD benefit from substantial support systems.
These individuals typically have limited social interactions with others, primarily based on self-interests. Speech may be delayed for longer, but most individuals with ASD are verbal. However, without a behavioral plan, playdates and friendships can seem impossible.
Level 2 is also where we see more noticeable restricted and repetitive behaviors - like hand flapping, rocking, spinning, or echolalia (repeating words over and over). Also, children and adults with level 2 ASD have a harder time masking their signs/symptoms the way Level 1 folks can learn to do.
More substantial support for Level 2 ASD looks like:
The sooner a child with Level 2 ASD receives these and other targeted supports, the more successful they can be. This is especially true for minimally- or non-verbal children, as we can begin to teach them how to use and interact with visual communication therapies (like PECS cards) that open up their worlds.
Level 3 ASD is considered severe autism, and individuals who meet the Level 3 criteria may also be said to have low-functioning autism. They may have any combination of the typical signs or behaviors associated with autism but with minimal to no ability to mask or filter their behavior. As a result, they require substantial therapy and support.
NOTE: Even though behaviors may pose significant challenges for a person with Level 3 ASD to perform daily tasks, move successfully through the mainstream public school system, or hold a regular “9-5” job, this does not necessarily mean they have a low IQ. In fact, as technological and behavioral interventions continue to evolve and grow, we’re learning how intelligent some of our clients with Level 3 ASD are; however, these individuals feel trapped inside the disorder.
They may require help with toileting and communication, and their restrictive/repetitive behaviors may prevent them from being able to participate in normal daily activities and functions. The good news is that children with Level 3 autism typically respond well to occupational and applied behavioral analysis therapy.
This includes things like:
Parents, caregivers, siblings, teachers, and close family friends must remember that a person’s ASD level does not define who they are finitely. Just like anyone else, children and individuals on the autism spectrum have unique strengths, attributes, and inner landscapes.
Seeking all of the resources and support possible are keys that unlock the more complex dimensions of who your loved one is, which provides a richer and more rewarding life - and more connected and individualized relationships.
The Autism Response Team (ART) is dedicated to unlocking those inner landscapes for our clients and their families. We know that personalized applied behavioral analysis changes lives, and we’d love to show you what we can do to support you and your family. Schedule a consultation with ART to get started.
