​Dear Readers,
 
Many of the UNIT Chapters in my book, KNOW AUTISM, KNOW YOUR CHILD with < My Thoughts > by Sara Luker, have an added APPENDIX with more perinate information for you. Therefore, the next few BLOGS will introduce you to them.
​
UNIT 2 Why Is It Autism? CH. 1 Diagnosis & DSM-5, APPENDIX C – Labels

________________________________________
​

​UNIT 2 Why Is It Autism?

​CHAPTER 1 Diagnosis & DSM-5

APPENDIX C – Labels

DSM -5 (2022) includes specifying in the diagnostic criteria, such as –
​

• Autism Spectrum Disorder
• Social (Pragmatic) Communication Disorder
• Severity Levels for Autism Spectrum Disorder

‘Severity specifiers’ are given for social communication impairments (Criterion A) and restricted repetitive patterns of behavior (Criterion B).

Criterion A –

Persistent differences in the following three categories:

• Social & emotional reciprocity
• Non-verbal communication used in social interaction
• Developing, maintaining, & understanding relationships 

Criterion B –

Two of the four sub-categories, listed:

• stereotyped or repetitive speech, motor movements, or use of objects 
• excessive adherence to routines, ritualized patterns of verbal or nonverbal behavior, or excessive resistance to change 
• highly restricted, fixated interests that are abnormal in intensity or focus 
• hyper- or hypo-reactivity to sensory input or unusual interest in sensory aspects of the environment

Then, the 'severity' for both Criterion A and B are listed at three different levels:

•  Severity Level 1 – requiring support
• Severity Level 2 – requiring substantial support
• Severity Level 3 – requiring very substantial support

< My Thoughts >     "...diagnostic criteria..."

The confusion may come in when, for instance, someone is 'labeled' as 'high-functioning' meaning that they require very little support. Or, 'low-functioning' meaning that they require very substantial support. When in actuality, the individual's degrees of 'strengths' & 'weaknesses' in areas of symptoms concerned can vary greatly. Perhaps that person is needing very little support in 'cognitive' areas, but much more support in the area of 'social skills'.

Note: For global readers, the DSM-5 criteria and the World Health Organization (WHO) released the 2025 edition of the International Classification of Diseases 11th Revision (ICD-11) are said to be very similar. The ICD-11, published in 14 languages, is used by health professionals worldwide in diagnosing, reporting, monitoring diseases, injuries, and causes of death.

Image of a Linear Spectrum from Britannica.

​Next, the traditional ‘linear’ image is limiting, describing a person as "low-functioning" at one end of the spectrum, and "high-functioning" at the other end. Thus, the image of a ‘spectrum’ showing a person’s autism diagnosis. DSM-5 diagnosis gives ‘levels’ of support necessary at time of assessment. ​

Photo Credit:@LauraFMcConnel; from Being Autistic by Priscilla Stuckey

While shifting to the ‘wheel’, and / or circular ‘pie’ shape, gives a better representation of a person’s autism symptomatic experience. Now a person’s trajectory may be described as interrelated challenges.
​
For example, the wheel typically features different quadrants or spokes representing various aspects of autism, such as communication, social interaction, sensory processing, and repetitive behaviors. ​

From Autistic Linear Spectrum to Pie Chart Spectrum; Psychology Today 8/22 by Claire Jack, Ph. D.

A more realistic image is of a person who’s ‘difficulties with social interaction and communication’, according to severity, may be a Level 3 – requiring very substantial support. And, ‘repetitive behaviors and interests’; and ‘sensory sensitivities’ may both be a Level 2 – requiring substantial support. With ‘executive functioning challenges’ at a Level 3 – requiring very substantial support.
​
We tend to think of spectrums in terms of a linear progression—from high to low, moderate to severe, 1 to 10, or good to bad. The implication is that, as we move up through the spectrum from level 3 to level 1, throughout one’s lifetime.

The pie chart model, or autism wheel, also acknowledges that autistic people's symptoms may change and develop through time, and allows for a fluid development over the life span.1 In a clear visual way, it allows us to see each autistic person in all their uniqueness and complexity.

​REFERENCES:
​
DSM-5 American Psychiatric Association (2022). Neurodevelopmental disorders. Diagnostic and statistical manual of mental disorders (5th ed., text rev.). 

End of UNIT 2, CHAPTER 1, APPENDIX C – Labels.

​Thank you so much for sharing, commenting, and 'liking' on Facebook!

Regards,

​Sara Luker

​
​DISCLAIMER Know Autism – Know Your Child: with < My Thoughts > by Sara Luker
 
Just to let you know that I, Sara Hayden Luker, have put forth my best efforts in presenting what I have learned about autism, by sharing the stories and studies of those who have gone before us.  Any author’s mention of products, services, treatments, and interventions or actions are not to be considered an endorsement, thereof. Know that to some, autism is an ‘unregulated business’. The content of this website material, digital or in any other form does not represent medical advice; nor does it constitute medical suggestions in any way. The material, including any downloadable parts, is for informational and/or educational purposes only. Your download and/or use of any of this material indicates your acceptance of this disclaimer.
 
This is a Personal Use Electronic Download. By downloading, you hereby agree and acknowledge that you are not acquiring any right, title or interest in, or to, the material; nor any associated copyrights, other than the right to possess, hold and use for personal, non-commercial purposes. Furthermore, you agree that you will: (i) not scan, copy, duplicate, distribute or otherwise reproduce the material(s) to resell, (ii) not use the material(s) for any commercial purposes. By purchasing/downloading you agree to these terms unconditionally. No ‘rights’ are given or transferred.

Dear Reader, 
 
Many of the UNIT Chapters in my book, KNOW AUTISM, KNOW YOUR CHILD with < My Thoughts > by Sara Luker, have an added APPENDIX with more perinate information for you. Therefore, the next few BLOGS will introduce you to them.

UNIT 2 Why Is It Autism? CH. 1 Diagnosis & DSM-5 ​
​APPENDIX A – Screening Assessments (List compiled by Sara Luker)

UNIT 2 Why Is It Autism?

CHAPTER 1 Diagnosis & DSM-5 ​

​APPENDIX A – Screening Assessments (List compiled by Sara Luker)

The resounding theme throughout this writing is to ‘know autism and know your child’. There are no blood tests to identify an Autism Spectrum Disorder (ASD) diagnosis.

Instead, doctors must look at the patient’s developmental and biological history to begin choosing a path to diagnosis. There are many observational types of developmental screening tests used by professionals in the field.

Professionals such as the Developmental Pediatrician, Child Neurologist, Child Psychologist, Speech / Language Pathologist, or qualified Occupational Therapist.

Possible Autism SCREENING ASSESSMENTS which could be encountered –
 
Autism Diagnostic Interview-Revised
Autism Diagnostic Observation Schedule-2nd Edition
Bedrosian’s Discourse Skills Checklist
Bishop’s Child Communication Checklist
Bodfish Repetitive Behavior Scale‑Revised
Bricker and Squires Ages and Stages Questionnaire
Cohen’s Pervasive Developmental Disorders Behavior Inventory
Constantino’s Social Responsiveness Scale
Delis–Kaplan Executive Function System
Dunn’s Peabody Picture Vocabulary Test
Krug’s Autism Behavior Checklist
Medical/neurological evaluation is mandatory
Mullen Scales of Early Learning
Neuropsychological assessment
Praxis, Dunn’s sensory profile, and activities of daily living.
Rimland’s Autism Treatment Evaluation Checklist
Robin’s Modified Checklist for Autism in toddlers (18–36 Mon)
Rutter’s Social Communication Questionnaire (older than 4 years).
Schopler’s Childhood Autism Rating Scale
Sparrow’s Vineland Adaptive Behavior Scales
Wing’s Diagnostic Interview for Social and Communication Disorders

Some of these assessments have new adaptations. Parents may want to ask about the history and validity of the test their child has been given. Trust but verify.

End of UNIT 2, CHAPTER 1, APPENDIX A – SCREENING ASSESSMENTS

​Thank you so much for sharing, commenting, and 'liking' on Facebook!

Regards,

​Sara Luker

​DISCLAIMER Know Autism – Know Your Child: with < My Thoughts > by Sara Luker
 
Just to let you know that I, Sara Hayden Luker, have put forth my best efforts in presenting what I have learned about autism, by sharing the stories and studies of those who have gone before us.  Any author’s mention of products, services, treatments, and interventions or actions are not to be considered an endorsement, thereof. Know that to some, autism is an ‘unregulated business’. The content of this website material, digital or in any other form does not represent medical advice; nor does it constitute medical suggestions in any way. The material, including any downloadable parts, is for informational and/or educational purposes only. Your download and/or use of any of this material indicates your acceptance of this disclaimer.
 
This is a Personal Use Electronic Download. By downloading, you hereby agree and acknowledge that you are not acquiring any right, title or interest in, or to, the material; nor any associated copyrights, other than the right to possess, hold and use for personal, non-commercial purposes. Furthermore, you agree that you will: (i) not scan, copy, duplicate, distribute or otherwise reproduce the material(s) to resell, (ii) not use the material(s) for any commercial purposes. By purchasing/downloading you agree to these terms unconditionally. No ‘rights’ are given or transferred.

TODAY'S BLOG ~ UNIT 1 How Will I Know It's Autism? CH.1 Checklists,
APPENDIX A Informal Checklist & APPENDIX B Red Flags.

5/27/2025

Dear Readers, 
 
Many of the UNIT Chapters in my book, KNOW AUTISM, KNOW YOUR CHILD with < My Thoughts > by Sara Luker, have an added APPENDIX with more perinate information for you. Therefore, the next few BLOGS will introduce you to them.

UNIT 1 – How Will I Know It's Autism? CH. 1 – Checklists, APPENDIX A  – Informal Checklist &
 CH. 2 – Red Flags, APPENDIX B  – Red Flags for Older Kids 

​

​ 
​UNIT 1  – CHAPTER 1 Checklists

APPENDIX A – Parent Concerns Informal Checklist (Similar to CDC online checklist).

< My Thoughts >   "... Concerns..." 

These are some of the concerning behaviors you may want to share with your child's pediatrician. These are thing that you are noticing, that for the child's developmental age seem different. Know that some children are slower to achieve certain developmental milestones, but if your child doesn't seem to move on to the next level, in a reasonable time frame, then that could become a concern.
 
Child’s Name _________________________
Date of Birth ________ Parent’s Name______________
 
My Child
                 Answer (Pick one)   Yes (Y)______, Sometimes (S)______, or No (N)______

______Responds to name
 
______Says 10 (or more) words (15-month-old)
 
______Learns new words, weekly
 
______Repeats new words heard
 
______Repeats a new or familiar word over & over, constantly
 
______Says 50 (or more) words  (24-month-old)
 
______Puts 2 words together, independently
 
______Gets my attention with words
 
______Rejects something by saying “No”
 
______Asks questions by changing voice to indicate s/he is asking a question
 
______Takes turns in a conversation (engages in a back-and-forth)
 
______Asks for help with words
 
______Says understandable 3-4 word sentences
 
______Is easily understood by other family members
 
______Is easily understood by familiar adults
 
______Is easily understood by unfamiliar adults
 
______Follows one-step directions
 
______Follows two-step directions
 
______Listens to story being read in short picture book
 
______Names the pictures in the book (interaction with reader)
 
______Answers “Yes” or “No” questions
 
______Asks “Yes” or “No” questions
 
______Asks “wh” questions (who, when, where, what, why, how)
 
______Uses pronouns correctly (I, me, we… instead of using person’s name)
 
______Knows some songs or nursery rhymes
 
______Participates in pretend play (plays mommy/daddy, teacher, doctor)
 
______Very active, always in motion (hyperactive)
 
______Acts without fear of consequences (impulsive)
 
______Points to objects s/he sees or wants
 
______Unusual reaction to the way things sound, smell, feel, taste or look
 
______Throws tantrums (goal oriented, wants something that’s been denied, needs audience to be watching, trying to get control of others)
 
______Has meltdowns (doesn’t know what’s wrong, it may be ‘sensory’ or other ‘overload’ or s/he may be overwhelmed by what is happening, emotions seem out of control)
 
______Lines up toys or other objects, obsessively, engages in self-stimulatory behavior
 
______Plays with the same toys the same way every time
 
______Needs to follow a routine or ritual (bedtime, eating, and/or getting dressed)
 
______Flaps hands, rocks body, or spins self in circles (or watches spinning things for a long period of time). Add something odd that you are noticing? _________________________
 
______Only eats certain foods
 
______Has difficulty feeding oneself
 
______Can use pincher fingers to pick-up food
 
______Uses utensils to eat food
 
______Seems clumsy or uncoordinated
 
______Can play on age-appropriate playground equipment
 
______Plays well with siblings & same-age children
 
Note: The above is 'Informal data' to share areas of concern with clinicians. Additional Checklists are on the Centers for Disease Control & Prevention (CDC) websites, according to ages. Video recording on a cell phone  to show your child's clinician is helpful, too.

End of  UNIT 1  – CHAPTER 1, APPENDIX A – Parent Concerns Informal Checklist