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
________________________________________
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 –
‘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:
Criterion B –
Two of the four sub-categories, listed:
Then, the 'severity' for both Criterion A and B are listed at three different levels:
< 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.
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.
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.
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.
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.
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