By Patty Laushman
Autism spectrum disorder is, by definition, a spectrum condition that encompasses a wide range of symptoms and traits that include individuals who are nonspeaking and require very substantial amounts of support to function as well as “quirky” Silicon Valley CEOs whose innovations have transformed the world.
While awareness has existed in greater measure of ASD level 2 and level 3, those requiring substantial to very substantial support, respectively, autism spectrum disorder level 1 has been more poorly understood and often missed, but we are learning more and more about it today as those with the condition are finding their voices and educating others.
You may have the perception that increased awareness of this condition came out of nowhere, and now it's everywhere. You would not be alone. There are many reasons for this, not the least of which is how the medical and psychological community have identified and understood it over the years.
What is ASD Level 1?
ASD level 1, which prior to 2013 was diagnosed as Asperger’s syndrome, refers to individuals who generally need less support in their daily lives compared to those with ASD level 2 and level 3. However, that doesn’t mean challenges aren’t present.
Many people with level 1 autism encounter difficulties in navigating social interactions, interpreting nonverbal cues, managing sensory sensitivities, or leveraging their executive functioning skills. At the same time, they often bring unique strengths to the table, such as incredible attention to detail, creative problem-solving skills, or innovative ways of thinking that can lead to transformative ideas.
Understanding this balance of challenges and strengths is key. It helps us appreciate that while the support needs might be less visible compared to other levels on the spectrum, the experiences of those with ASD level 1 are just as valid and deserve recognition.
If you’re enjoying this, you might be interested in my upcoming book “Parenting for Independence: Overcoming Failure to Launch in Autistic Emerging Adults.” The book goes deep into how to apply the framework. You can sign up to stay in the know about what's happening here!
1911: It’s Greek for…
The story of autism starts over a century ago. In 1911, Swiss psychiatrist Eugen Bleuler coined the term “autismus,” drawing from the Greek word autos, meaning “self.” Originally, Bleuler used the term to describe a kind of deep self-absorption he observed in some patients with schizophrenia.
1940s: In Their Own World
Fast forward to the 1940s, and clinicians like Leo Kanner and Hans Asperger began noting behaviors in children that hinted at something different. They described kids who seemed to be “in their own world,” deeply absorbed in their interests and often finding social interactions challenging.
While these early observations provided the first clues about what we now call autism, they were based on a very narrow slice of the population—mostly young white boys. This limited view led to oversimplified and sometimes misleading stereotypes about autism that we are still struggling to overcome today.
These early foundations, though imperfect, set the stage for a long process of learning and reevaluation, as later research broadened our understanding and helped correct many of these early misconceptions.
1950s-1960s: Shift From Psychoanalysis to Behaviorism
During the 1950s and 1960s, views on autism began to change dramatically. For many years, autism was often misunderstood and even blamed on poor parenting. One particularly harmful idea was the "refrigerator mother" theory, which claimed that a lack of warmth and emotional connection from parents—especially mothers—was to blame for a child’s autism. This theory not only caused deep pain for families but also diverted attention from understanding the true nature of the condition.
Around the same time, researchers started moving away from these psychoanalytic ideas and embraced a more scientific, behavior-based approach. This new perspective helped shift the focus from assigning blame to observing and understanding specific behaviors. Researchers began to see autism as a developmental condition—a difference in the way the brain is wired—rather than as a result of poor parenting or an early form of psychosis.
These changes in thinking marked a crucial turning point. With more rigorous observation methods and empirical research, autism started to be understood as a diverse condition with a range of manifestations. This period of shifting perspectives laid the groundwork for future advancements in diagnosis and support.
1980s: Autism in the DSM-III
The 1980s marked a pivotal shift in how autism was understood and classified because it was formally distinguished from childhood schizophrenia. In 1980, the third edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-III), introduced a new category called Pervasive Developmental Disorders.
This was the first time autism was formally defined as a developmental disorder rather than a form of psychosis. The DSM-III outlined criteria for diagnosing autism, which included social and communication challenges and repetitive behaviors.
This reclassification reflected a broader shift in the fields of psychiatry and psychology, focusing more on observable behaviors rather than psychoanalytic interpretations. The new diagnostic criteria viewed autism as a spectrum of neurodevelopmental challenges rather than a single condition tied to emotional disturbance (or poor parenting).
1990s: Asperger’s Syndrome is Identified
British research psychiatrist and founder of the National Autistic Society Lorna Wing coined the term “Asperger’s syndrome” in 1981 based on the work of Hans Asperger, but it was not until 1990 that it was included as a diagnosis in the ICD-10 (International Classification of Diseases, Tenth Revision), which is the diagnostic manual used internationally by the World Health Organization (WHO).
In 1994, the DSM-IV added “Asperger’s disorder” as a distinct diagnosis under the autism spectrum, but perhaps because it was used first, “Asperger’s syndrome“ became more popularly used by the community. Regardless of your preferred term, this segment of the autism spectrum refers to those who require support but have the lowest support needs on the spectrum—or what is formally diagnosed today as autism spectrum disorder level 1.
It’s important to note that Asperger’s contribution to the conceptualization of the autistic condition is outstanding, but his legacy is complicated by evidence of his public legitimization of race hygiene policies and active cooperation with the child “euthanasia” program. You can learn more here.
Asperger’s syndrome is sometimes referred to as “high-functioning autism,” though this term is controversial to some autistic individuals because of the effort it takes them to appear as functioning well to others and their uneven ability to maintain this level of functioning. They feel it minimizes their challenges.
This segment of the autism spectrum is also sometimes referred to as “mild autism,” which is also not a formal diagnosis. The controversy around this term is the same as that for high-functioning autism in that it may seem like the challenges are mild from the outside, but the invisible struggles make living with it feel like anything but mild.
2013: The DSM-5 and a Spectrum Approach
A major turning point in understanding autism came in 2013 with the release of the DSM-5. Before this update, autism was divided into several distinct categories under pervasive developmental disorders. The DSM-5 unified these into one umbrella diagnosis—autism spectrum disorder—with varying levels of support needed indicated by levels 1 through 3. Level 1 autism now specifically refers to individuals who require minimal support and would have previously been diagnosed with Asperger’s syndrome.
Some people hoped this would simplify diagnosis and make services more universally available, though this is still a work in progress. Girls, women, and people of color are still likely to be missed. There also exists a lack of consensus on how to accurately diagnose autism in adults generally so opinions vary from professional to professional.
What I believe it’s done though is increased awareness and understanding that wasn’t there before as autistic adults are frequently being identified in higher numbers and finding their voices. Many are working hard to educate people about the experiences of living as an autistic individual and advocating for changes to create a world in which they can thrive.
An Important Shift in Perspective
As awareness of autism has grown, so has the conversation about how we define and understand it. One major milestone in this shift came in 2017, when the Māori community in New Zealand introduced a new word for autism in their language: Takiwātanga, meaning "in his or her own time and space." This term, created by educator and interpreter Keri Opai, provides a more affirming and culturally relevant way to describe autism—one that focuses on an individual’s unique way of experiencing the world rather than framing it as a deficiency.
This linguistic shift reflects a broader movement toward understanding autism through the neurodiversity paradigm rather than just the traditional medical model of disability. The medical model views autism as a disorder characterized by deficits that require intervention to help an individual conform to societal expectations. In contrast, the neurodiversity paradigm recognizes autism as a natural variation in human neurology—one that comes with both challenges and strengths.
From Deficits to Differences
Historically, autism has been seen through a deficit-based lens, with diagnostic criteria focused on what autistic individuals struggle with rather than the unique ways they think, learn, and contribute. But as perspectives have evolved, so has the understanding by many that autism is not a disease to be cured, but a different way of experiencing the world.
The social model of disability challenges the idea that disability exists solely within an individual. Instead, it suggests that societal barriers—such as inflexible work environments, sensory-unfriendly spaces, and social expectations built around neurotypical communication styles—are what truly disable autistic individuals. In this view, support and accommodations should be focused not only on helping the individual but also on adapting society to be more inclusive.
For example, a person who uses a wheelchair is not inherently disabled by their body; they are disabled when buildings lack ramps and elevators. Similarly, an autistic person may not struggle because of their neurology alone, but because their needs—such as clear communication, sensory-friendly environments, and structured social expectations—are not being met.
The Growing Influence of the Neurodiversity Movement
The neurodiversity movement, which builds on the social model, argues that autism and other neurodivergences (such as ADHD, dyslexia, and Tourette’s) are valuable forms of human diversity. Coined by autistic sociologist Judy Singer in 1998, the term neurodiversity encourages society to view brain differences the same way we view biodiversity—as essential for a thriving, innovative world.
This paradigm shift has profound implications:
Moving from pathology to identity – Autism is not just a medical condition but a core part of an individual’s identity, influencing how they think, communicate, and experience life.
Focusing on strengths – Many autistic individuals have exceptional abilities in pattern recognition, problem-solving, deep focus, and creative thinking. When these strengths are recognized and nurtured, autistic individuals can thrive in every field of work!
Advocating for inclusion – Instead of expecting autistic individuals to adapt entirely to neurotypical norms, society is being challenged to meet them halfway—by providing accommodations, increasing accessibility, and valuing diverse communication styles.
Encouraging self-advocacy – Autistic individuals are increasingly advocating for their own needs, pushing for policies, workplace adaptations, and educational reforms that allow them to fully participate in society.
Final Thoughts on the History of ASD Level 1
Over the last century, our understanding of autism has evolved from misunderstanding and stigma to recognition and advocacy. The medical and psychological communities have moved from classifying autism as childhood schizophrenia to defining it as a spectrum of neurodevelopmental differences. And now, the broader public conversation is beginning to shift away from seeing autism as a problem to be solved and toward embracing autistic individuals for who they are.
While many challenges remain—particularly in improving diagnostic access for women, people of color, and adults, as well as reasonable accommodations in the workplace—the growing awareness and acceptance of neurodiversity are creating new opportunities for autistic individuals to live authentically and contribute meaningfully.
Autistic children grow into autistic adults, and they will always have different needs than the neuromajority. But with greater understanding, support, and accommodations, we can create a world where autistic individuals don’t just survive but thrive—on their own terms, in their own time and space.