What Is Level 1, 2, and 3 Autism? A Simple Guide for Parents 

This blog is intended for general informational purposes only and does not constitute medical advice. Every child is different and individual circumstances vary. Please consult a qualified medical practitioner about your child’s specific needs before making any healthcare decisions. 

So your child has just been diagnosed with autism, or you are somewhere in the assessment process, and someone has mentioned “Levels.” Maybe it came up in a report. Maybe another parent mentioned it. Either way, you are now wondering what on earth Level 1, 2, and 3 actually mean, and whether the number tells you something important about your child. 

The short answer is: yes and no. The levels give us a rough sense of how much support a child needs right now. But they do not tell you who your child is, what they are capable of, or what their future looks like. So let us take them one at a time, in plain language. 

First, a bit of background 

Autism spectrum disorder is called a spectrum for a reason. It covers an enormous range of experiences, abilities, and challenges. Two children can both have an autism diagnosis and be completely different from one another, which is part of what makes it confusing for families trying to get their heads around it. 

The levels, 1, 2, and 3, were introduced in the DSM-5 (the diagnostic manual clinicians use) to give a clearer picture of how much support a person needs in two main areas: social communication and restricted or repetitive behaviours. That is it. They are not a measure of intelligence. They are not a measure of potential. They are a snapshot of support needs at a point in time. 

And here is something worth knowing early: those levels can change. A child who needs significant support at age four may need considerably less at age ten, particularly with the right early intervention in place. 

The three levels at a glance 

Level 1 Autism “Requiring support”

What this often looks like: Can hold a conversation, but may find it hard to keep one going naturally May struggle to read social cues, like knowing when someone is bored or wants to change the subject Might prefer routines and find unexpected changes frustrating Can generally manage in mainstream settings but may find it exhausting Difficulties may not be obvious to others at first glance, which can be its own challenge

Level 2 Autism “Requiring substantial support”

What this often looks like: Noticeable differences in social communication, even with support in place May use fewer words, or communicate in ways that are harder for unfamiliar people to follow Changes to routine can cause significant distress Repetitive behaviours are more frequent and harder to redirect Needs more consistent support at home, school, and in the community

Level 3 Autism “Requiring very substantial support”

What this often looks like: Significant differences in verbal and non-verbal communication May be minimally verbal or use alternative communication methods such as AAC devices or picture systems Very limited initiation of social interaction Restricted and repetitive behaviours significantly affect daily functioning Requires high levels of support across all settings

What the levels do not tell you 

This is genuinely important, so it is worth saying clearly. The levels describe support needs. They do not describe a person. 

A child at Level 1 can have profound struggles that are invisible to the outside world. The masking and exhaustion that comes with managing a neurotypical environment day after day is real and significant, even if no one around them can see it. On the other hand, a child at Level 3 can have a rich inner world, deep passions, and a wonderful sense of humour that lights up every room they are in. 

The levels also do not predict outcomes. There are autistic adults at every level living full, connected, meaningful lives. The level your child receives at diagnosis is a starting point for understanding their current needs, not a ceiling on who they can become.  

Individual outcomes depend on many factors and cannot be predicted from a level alone. Your child’s treating clinician is best placed to discuss what the diagnosis means for your child specifically. 

Can the level change over time? 

Yes, and this is something families often are not told clearly enough. Support needs can and do shift, particularly during the early years when the brain is most adaptable. 

A child might be assessed at Level 2 at age three, receive targeted early intervention, therapy, and school support, and be functioning quite differently by the time they are seven or eight. Outcomes vary between individuals and depend on a range of factors including the nature and intensity of support received. That does not mean the autism has gone away. It means the support worked. Some children are reassessed and their level changes. Others keep the same level but develop strategies and skills that make daily life significantly more manageable. 

This is exactly why early diagnosis and early intervention matter so much. The sooner the right support is in place, the more opportunity there is to build on a child’s strengths and reduce the areas of difficulty. 

Now, you may have heard the terms “high-functioning” or “low-functioning” autism. These terms are falling out of use, and for good reason. They are not clinically accurate, they can be dismissive (telling a child they are high-functioning does not make their struggles less real), and they do not capture the nuanced picture that the levels, imperfect as they are, at least attempt to describe. 

Many autistic people prefer identity-first language, “autistic person” rather than “person with autism.” Others prefer person-first language. It is worth asking your child, as they get older, what feels right for them. Following their lead is usually a good rule of thumb. 

What happens after a diagnosis? 

Getting a diagnosis and understanding the level is the beginning of a process, not the end of one. From there, a developmental paediatrician for autism will work with your family to understand your child’s specific profile and what support makes the most sense for them. 

That might include speech therapy, occupational therapy, behavioural support, school-based adjustments, or a combination of these. It will look different for every child, because every child is different, which is rather the whole point of the spectrum. 

If you are in the process of seeking an autism assessment in Perth and are not sure where to start, your GP is always a good first stop. They can talk through your concerns and, where appropriate, refer you to a specialist for a full ASD evaluation. 

If you have questions about your child’s development or an autism diagnosis, start with your GP. With a referral, your child can be seen by a developmental paediatrician at Smart Paeds for a thorough assessment and clear guidance on the support that is right for your child. 

Smart Paeds supports families across Perth with guidance, assessments, and ongoing care, working closely with parents, schools, and healthcare providers. 

This blog does not replace professional medical advice. Always discuss your child's individual circumstances with a qualified medical practitioner. 

References:  

1. American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). DSM-5. APA Publishing. 

2. Autism Spectrum Australia (Aspect). (2023). Understanding the autism spectrum. autismspectrum.org.au 

3. Maenner, M.J., et al. (2023). Prevalence and Characteristics of Autism Spectrum Disorder Among Children. MMWR Surveillance Summaries, 72(2). 

4. National Disability Insurance Scheme (NDIS). (2023). Autism and the NDIS. ndis.gov.au