Even though Autism is much broader and more dynamic than levels, the DSM 5 list has neurodiversity broken down into manageable chunks.
The Diagnostic and Statistical Manual of Mental Disorders, often known as the “DSM,” is a reference book on mental health and brain-related conditions and disorders. Unlike previous versions, the 2013 update of the DSM-5 combined all autism diagnoses into a single diagnosis of ASD, but with three different levels for support needs. This definition replaces five categories previously used. It’s important to remember that these medical categories may not reflect an autistic person’s description of self and their experiences of neurodivergence.
Cleveland Clinic
So lets break it down:
Level 1
Require support but have low support needs. They may have a hard time communicating with neurotypical people, including their peers. For example, they may not say the right thing at the right time or be able to read social cues and body language.
Transitions can be challenging, moving from one activity to another or trying new things. Independence for them may differ from neurotypical expectations for people their age.
It’s quite common autistic people with Level 1 support needs to mask their autism fairly well, and this can lead to challenges accessing the care they do need.
Level 2
Can have a harder time masking. They may find it hard to communicate or socialize in ways that are accepted or understood by neurotypical society.
The DSM’s Level 2 expression of autism includes people who have very specific interests and who engage in repetitive behaviours that are not socially accepted neurotypical behaviors.
These behaviors are types of stimming, a self-stimulation trait that autistic people use to regulate themselves internally similar to how neurotypical people stim by humming or tapping their feet.
Level 3
Autistic people with Level 3 diagnoses need the most support. They may have many of the same traits as their autistic peers but are unable to mask and have very high burdens of self-regulation. Challenges with repetitive behavior and communication can make it hard to complete daily living tasks, interact socially, and deal with a change in focus or location.
Some autistic people benefit from early access to augmentative and alternative communication (AAC) devices, helping to ensure their human right to speak, if they choose. They also may be more at risk of neglect, discrimination, and abuse across their lifetimes.
BUT
Any parent of an autistic child will tell you that the “levels” are not so cut and dry. There can be significant differences in the way each individual presents their autistic traits.
Once we understand that the autism spectrum, is exactly that, a spectrum, our acceptance of our child’s unique traits is easier. Just as no two neurotypical children are the same, the same goes for children on the autism spectrum. Our children are made up of so many varying ingredients that when they are mixed together, a unique and one-of-a-kind individual is created for us to love and care for.
Co existing conditions with Autism
Autism can have many co existing conditions that may sometimes be diagnosed before the ASD diagnosis because they may be more apparent at the time of assessment.
ADHD – challenges with focus, impulsivity, and hyperactivity. People with ADHD may find it challenging to focus on tasks, follow instructions, or sit still for extended periods. However, they often demonstrate remarkable creativity, energy, and enthusiasm.
Auditory Processing Disorder (APD) – affects the ability to process and make sense of auditory information. Children with APD may have difficulty following verbal instructions, discriminating between similar sounds, or understanding speech in noisy environments.
Dyscalculia – a learning disability related to difficulties with mathematical concepts. Children with dyscalculia may struggle with basic arithmetic concepts, such as counting, number sense, and understanding mathematical symbols.
Dysgraphia – involves difficulties with handwriting and fine motor skills. Children with dysgraphia may experience frustration when forming letters and struggle with the physical act of writing.
Dyslexia – is a specific learning disability that primarily affects reading and language processing. Individuals with dyslexia may struggle with decoding words, recognizing sight words, and spelling.
Dyspraxia – also known as Developmental Coordination Disorder (DCD), is a condition that affects motor coordination and planning. People with dyspraxia may have difficulty with tasks that require fine and gross motor skills, such as writing, tying shoelaces, or participating in sports.
Executive function disorder – Executive functioning challenges involve difficulties with organization, planning, time management, and task initiation. Individuals with executive function difficulties may appear disorganized but often possess exceptional problem-solving and creative thinking abilities.
PDA Profile (Pathological Demand Avoidance) – a pattern of behavior in which kids go to extremes to ignore or avoid anything they perceive as a demand.
Giftedness and Twice Exeptionality – Some neurodivergent individuals may be gifted and talented, and face the unique challenge of twice-exceptionality, where they excel in certain areas but may also have learning differences.
Sensory Processing Disorder (SPD) – affects how individuals process sensory information from their environment. Individuals with SPD may have heightened or diminished sensitivities to sensory stimuli, impacting their daily lives.
Non verbal learning disability (NVLD) – is a condition that can impact social and non-verbal communication skills. Individuals with NVLD may excel in verbal communication but struggle with non-verbal cues, visual-spatial abilities, social interactions, and interpreting body language.
Visual Processing Disorder – relates to difficulties in interpreting visual information. Individuals with visual processing issues may struggle with tasks such as recognizing shapes, letters, or patterns. Nevertheless, they may excel in auditory learning and verbal communication.
Sleep Disorders
Learning Disorders
Seizures
Fragile X Syndrome – causes mild to severe intellectual disability. It affects both males and females, but females usually have milder symptoms. Symptoms include delays in talking, anxiety and hyperactive behaviour. Some people have seizures. Physical features might include large ears, a long face, a prominent jaw and forehead and flat feet.
Gastrointestinal problems – including stomach pain, diarrhea, constipation, acid reflux, vomiting, or bloating.
Mental Health Disorders – Depression, Anxiety, OCD and Bi-Polar Disorder
HERE is where the above definitions are from.
It can be difficult diagnosing both autism or a co-occurring condition because the traits of one can mask the other, or make them difficult to assess. It is also common that services that specialise in one domain (e.g. diagnosis of autism) may not specialise in other domains (sleep or mental health concerns) and this means that different comorbidities may be identified depending on the expertise of the assessing clinician.
Source Kids Australia
