# What are the levels of autism, and what do level 1, 2 and 3 mean? > What the three levels describe, what they don't, and why your child's level can change. URL: https://theautismkit.com/guides/levels-of-autism By The Autism Kit team · Reviewed by [BCBA NAME], BCBA · Updated 2026-09-27 **Short answer:** The three levels of autism describe how much support a child needs day to day: level 1 means "requiring support," level 2 "requiring substantial support," and level 3 "requiring very substantial support." They are rated separately for communication and for routines and repetitive behaviors. A level describes support needs, not intelligence or potential, and it can change as a child grows. **Key takeaways** - There are **3 levels**. They describe **how much support** a child needs, not how smart or capable they are. - Each child gets a level for **two areas**: communication, and routines and repetitive behaviors. - Levels can **change over time**. - The **full evaluation report** tells you much more than the number. ## What are the three levels of autism? When a child is diagnosed with autism spectrum disorder, the clinician can add a level based on the DSM-5, the manual used to diagnose autism.[1] | Level | Official wording | What it can look like in a child | | --- | --- | --- | | Level 1 | Requiring support | Talks, but back-and-forth conversation and making friends are hard. Changes and switching activities can be very hard. | | Level 2 | Requiring substantial support | Needs clear support to communicate, even with help. Routines and repetitive behaviors often get in the way of daily life. | | Level 3 | Requiring very substantial support | Communicates with few words, or none. Changes are extremely hard. Needs a lot of help with daily routines. | These are examples, not a checklist. Two children with the same level can look very different. ## Why are there two levels, not one? Clinicians rate the two core areas of autism **separately**:[2] 1. **Social communication**, such as conversation, gestures, and understanding other people. 2. **Restricted and repetitive behaviors**, such as routines, intense interests, repeated movements, and sensory differences. So a report might say "level 2 for social communication, level 1 for restricted and repetitive behaviors." That tells you where your child needs more support. ## What does a level NOT tell you? A level does **not** measure: - **Intelligence.** Some children at level 3 have average or above-average intelligence; some at level 1 have learning disabilities. - **Potential.** It describes today, not what your child will be able to do. - **What will help.** Two level 2 children may need very different support. Researchers have noted that the levels can be hard to apply consistently, because every child's needs vary and change over time.[2] Some researchers use the term "profound autism" for children who need care around the clock, for example because they communicate very little and have an intellectual disability. [4] It is not an official level, but you may see it in articles. ## Can my child's level change? Yes. A level describes current support needs, and those can shift as a child learns new skills, as demands change (like starting school), or as support changes. Many teams re-check levels at re-evaluations. If you disagree with a level, it's fine to ask the clinician to walk you through the examples behind it. ## What should I ask after hearing my child's level? **Try:** - "Which examples led to this level?" - "Where does my child need the most support right now?" - "What services or therapies do you recommend first?" - "When should we re-check?" **Skip:** - Treating the level as a prediction - Comparing your child to another child with the same level - Waiting for a lower level before starting support Free printable: [Free printable: appointment notes](https://theautismkit.com/printables/appointment-notes.pdf) ## What can help at home, whatever the level? Clear, predictable routines help children at every level. A [visual schedule](https://theautismkit.com/guides/visual-schedule-morning-routine) shows what's happening now and next. A [first-then board](https://theautismkit.com/guides/first-then-boards) makes transitions easier to see. - [ ] Ask for the full evaluation report, not just the level - [ ] Write down your top 3 questions for the next visit - [ ] Pick one hard routine to support with pictures New to all of this? Start with [What is autism?](https://theautismkit.com/guides/what-is-autism), or take the [2-minute quiz](https://theautismkit.com/start) for one plan to try this week. ## Common questions ### Is level 1 autism the same as Asperger's? Not exactly. Asperger's syndrome was a separate diagnosis until 2013, when it was folded into autism spectrum disorder. Some children who would once have been called Asperger's are now described as level 1, but the two aren't interchangeable. ### Is level 2 autism mild or severe? Neither word fits well. Level 2 means a child needs substantial support in daily life, for example with communication or with changes in routine. What that looks like varies a lot from child to child. ### Can my child's level change? Yes. Levels describe current support needs, and those often change with age, skills, and the support around a child. Ask your team when to review it. ### Does the level affect services? Sometimes. Some insurers, schools and programs look at the level when deciding what support to fund. The full evaluation report usually matters more than the number. ## Sources 1. Autism: Prevalence, Diagnosis, and Interventions (NCBI Bookshelf, NIH). https://www.ncbi.nlm.nih.gov/books/NBK619283/ 2. Autism Spectrum Disorder and the DSM-5: The Experience of 10 Years (PMC). https://pmc.ncbi.nlm.nih.gov/articles/PMC10724720/ 3. American Psychiatric Association: What is autism spectrum disorder? https://www.psychiatry.org/patients-families/autism/what-is-autism-spectrum-disorder 4. Lord C, et al. The Lancet Commission on the future of care and clinical research in autism (2022). https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(21)01541-5/fulltext General guidance, not a diagnosis or treatment plan. Talk with your pediatrician or a developmental specialist about your child's care.