MORE THAN A LABEL
Why Labels Matter—But Don’t Define Our Autistic Children
When doctors provide a diagnosis for our autistic children, they often come with a set of labels: Autism Spectrum Disorder (ASD), Level 1, Level 2, Level 3, speech delay, sensory processing disorder, and more. While these labels can feel overwhelming, it’s important to understand their true purpose. They are tools, not definitions of our children’s potential.
Why Labels Are Necessary
Labels are essential for accessing services and support. Research shows that an early autism diagnosis leads to earlier intervention, which can improve outcomes in communication, social skills, and daily functioning (Dawson et al., 2010). Without these medical classifications, many children would struggle to receive the therapies, educational accommodations, and resources they need. Insurance companies, school systems, and therapy providers often require an official diagnosis including all the labels before granting services.
Why Labels Shouldn’t Define Our Children
Although labels open doors to necessary resources, they don’t paint the full picture of who our children are. Every child is unique, with their own strengths, interests, and personality beyond their diagnosis. Research has shown that focusing too much on the severity of a diagnosis rather than the individual can limit expectations and create unnecessary barriers to success (Pellicano et al., 2014).
Instead of letting a label dictate what our children can or cannot do, we should use it as a starting point to understand their needs and advocate for them effectively. Autism is a spectrum, and growth is always possible. Many autistic individuals develop skills over time that far exceed the expectations placed on them at diagnosis.
Final Thoughts
A diagnosis is a roadmap, not a destination. Labels help us navigate the system, but they should never define or limit our children’s potential. As parents and caregivers, we should use them as tools to access support while remembering that our kids are so much more than a clinical description. Their journey is theirs to write—beyond any label.
References:
Dawson, G., et al. (2010). Early behavioral intervention is associated with normalized brain activity in young children with autism. Journal of the American Academy of Child & Adolescent Psychiatry.
Pellicano, E., et al. (2014). The hidden disadvantages of diagnosis: The effects of autism labeling on expectations and behavior. Journal of Autism and Developmental Disorders.