Understanding Autism Spectrum Disorder (ASD)

Every individual is wonderfully unique, with their own strengths, challenges, and ways of connecting with the world. Autism is not a single fixed condition, but a spectrum, a broad range of traits, abilities, and behaviors that can present differently in each person. Understanding ASD helps families, educators, and caregivers provide the right kind of support so that each person can learn, grow, and thrive at their own pace.

ASD is a lifelong neurodevelopmental condition that affects how people perceive, communicate, and engage with the world around them. While signs of autism often appear in early childhood, the journey extends throughout life. Early identification and support can make a profound difference, but understanding, acceptance, and compassion remain essential at every age.

A diagnosis of ASD can sometimes feel overwhelming at first. Yet, as families learn more about the condition, they often find that knowledge brings empowerment, connection, and a deeper sense of belonging. Each individual’s experience with autism is unique, reminding us that neurodiversity is a vital part of what makes humanity beautifully diverse.

What is the diagnosis of ASD according to DSM-5-TR?

Here are the core diagnostic criteria drawn from the DSM-5-TR and associated guidance: 

• Persistent deficits in social communication and social interaction across multiple contexts. bhh.psychiatry.ufl.edu+4CDC+4Autism Speaks+4 
  

  • These deficits may include reduced social-emotional reciprocity, difficulties with nonverbal communicative behaviors (eye contact, gestures, body language), and challenges in developing or maintaining relationships. CDC+1 
    

• Restricted, repetitive patterns of behavior, interests, or activities (RRBs) as manifested by at least two of the following: IACC+2CDC+2 
  

  • Stereotyped or repetitive motor movements, use of objects, or speech (e.g., hand-flapping, lining up toys) 

  • Insistence on sameness, inflexible adherence to routines, ritualized verbal or nonverbal behavior 

  • 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 (e.g., unusual responses to sounds, textures, lights) 
    

• Symptoms must be present in the early developmental period (though they may become more apparent when social demands exceed limited capacities). CDC 
  

• Symptoms cause clinically significant impairment in social, occupational, or other important areas of functioning. Autism Speaks 
  

• These disturbances are not better explained by intellectual disability (intellectual developmental disorder) or global developmental delay alone. (Note: ASD and intellectual disability can co-occur, but social communication must be below that expected for general developmental level) NCBI 
  

Severity / level of support: The DSM-5-TR uses three levels of support required for both social communication and RRBs: 

• Level 1 – “requiring support” 

• Level 2 – “requiring substantial support” 

• Level 3 – “requiring very substantial support” Raising Children Network+1 
  

Also, when diagnosing ASD, clinicians are asked to specify: 

• With or without accompanying intellectual impairment 

• With or without accompanying language impairment 

• Associated with a known medical or genetic condition or environmental factor IACC+1

• Associated with another neurodevelopmental, mental, or behavioral disorder

What Are the Types of Autism?

The question “What are the types of autism?” often arises because autism can look very different from one individual to another. Instead of distinct types, professionals now understand autism as a spectrum of presentations, each person’s experience is unique. 

Under the DSM-5-TR, all previous diagnoses such as Asperger’s Syndrome, Pervasive Developmental Disorder–Not Otherwise Specified (PDD-NOS), and Childhood Disintegrative Disorder are now included under the single diagnosis of Autism Spectrum Disorder (ASD). Autism Speaks+1 

That said, autism presents with varying degrees of support needs, areas of strength, and differences in how social communication, restricted interests/behaviors, and sensory processing manifest. Below are examples of how presentations may differ, each unique, each deserving understanding. 

1. ASD with higher support needs (often corresponding to older “classic autism”)

Characteristics: Communication, social interaction, and behavioral challenges are significant; the person requires substantial or very substantial support (Levels 2 or 3). Common Signs & Strengths 

• Delayed or limited verbal communication; may rely on non-verbal methods

• Repetitive behaviors or restricted interests (e.g., hand-flapping, lining up objects)

• Strong preference for routines; may experience intense distress at change

• Sensory sensitivities (either heightened or reduced) 

• At the same time, many show remarkable strengths (e.g., attention to detail, deep interest and focus in specific areas, visual or spatial skills)

2. ASD with fewer support needs (often previously called “Asperger’s” or “high-functioning autism”)

Characteristics: Language and cognitive skills may be average or above; social communication and interaction challenges still present; the person may require support (Level 1) rather than substantial support. 

Common Signs & Strengths 

• Strong vocabulary/grammar but may struggle with back-and-forth conversation or reading social cues 

• Intense focus on one or more special interests; may develop deep expertise in a subject

• Preference for routines and known environments; change may still be difficult

• They may want friendships but find initiating or maintaining them challenging

• Many excel academically or in specific domains (e.g., mathematics, computing, art) when given the right support

3. ASD with mild or atypical presentation

Characteristics: The person meets ASD criteria but may present in subtler ways; differences in social communication or restricted interests may be less pronounced or more masked; still requires support, though possibly less intensive. 

Common Signs & Strengths 

• Social engagement may be present but atypical: e.g., fewer peers, difficulty adjusting behavior to suit context 

• Repetitive behaviors or intense interests may exist but may be less obvious

• Sensory differences may be present but perhaps less disruptive 

• Uneven skill development: areas of real strength (e.g., memory, factual knowledge) alongside areas of challenge (e.g., organizing, transitions)

4. Regression or loss of previously acquired skills (rare)

While not a separate subtype in DSM-5-TR, regression (loss of spoken language, motor skills, social engagement) may occasionally occur in the early developmental period. When such a picture arises (e.g., after a period of typical development followed by loss of skills), careful evaluation is required to determine appropriate diagnosis and supports.

Common Signs & Considerations

• Loss of vocabulary, social engagement, or motor skills after a period of typical development

• This regression may raise additional considerations around other diagnoses and requires prompt evaluation and support

  
  

How this affects support and intervention

Understanding that there aren’t “types” of autism in the older categorical sense but rather levels of support and individual profiles means that support can be better tailored rather than being “one size fits all”. A few key implications:

• The support level (1, 2 or 3) provides a way to think about how much help a person may need in social communication and in managing restricted/repetitive behaviors. 

• The specifiers (language impairment, intellectual impairment, genetic/medical condition) help highlight additional areas where targeted support may be beneficial. 

• Early identification and intervention still remain foundational: while ASD is lifelong, meaningful progress is possible when supports are timely and individualized. 

• Recognizing strengths as well as challenges is essential: each person may have unique talents, interests, sensory profiles, and learning styles. 

• The language used matters: framing ASD as a spectrum of traits and support needs rather than discrete “types” helps reduce stigma and emphasizes diversity, not deficit.

Final Thoughts

At your organization, where you emphasize that autism is not a limitation but a different way of experiencing the world, this updated framing aligns with modern diagnostic practices and emphasizes support-tailoring more than categorization. It helps reinforce that: 

• ASD is one diagnosis with a broad range of profiles. 

• Support needs differ widely; recognizing the level of support required helps tailor intervention. 

• Strength-based, individual-centered language and practice are vital. 

• While terminology has changed (e.g., Asperger’s, PDD-NOS are no longer separate diagnoses), the lived reality of individuals previously identified under those terms remains valid and meaningful.
  

American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.). https://doi.org/10.1176/appi.books.9780890425787