August 15, 2025 • 19 mins
The evolution of autism terminology has shifted dramatically over time, from PDD-NOS and Asperger's to the current three levels of autism in the DSM-5. Understanding these changes helps church leaders better serve individuals with autism while recognizing that getting to know each person is far more valuable than relying on diagnostic labels.
• Over 65 million Americans (25% of the population) have a disability, yet 80% are not inside church walls
• Temple Grandin believes removing Asperger's syndrome from the DSM-5 was a significant mistake
• Parents often use varied descriptors because a single label cannot fully capture their child's experience
• The debate between person-first and identity-first language reflects different approaches to disability identity
• Current DSM-5 categorizes autism into three levels based on required support
• Always start by assuming competence rather than limitations
• Understanding autism terminology helps facilitate better conversations with families
• Our identity as Christ-followers should take precedence over any other identifier
Visit indispensable-people.com for deeper dives into these topics and check out "The Indispensable Kid" and "Gospel, Accessibility and the Indispensable People" on Amazon.
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:03):
Hi, my name is Tracy Correll and welcome to
Indispensable People.
I'm a wife, mom, teacher,pastor and missionary, and I
believe that every person shouldhave the opportunity to know
Christ, grow in Him and serveHim with the gifts that he has
given, no matter their ability.
Over 65 million Americans havea disability.
That's 25% of the population.
(00:26):
However, over 80% of them arenot inside the walls of our
church.
Let's dive into those hardtopics biblical foundations,
perceptions and world-changingideas.
(00:53):
Hey, hey, and welcome to thisepisode of Indispensable People.
I'm so glad that you havejoined and I am ready to talk
about and define some thingsabout autism.
And this stems from I justrecently saw a reel on Facebook
yes, I'm an old lady and I dolook at Facebook, at least
that's what my kids tell me andthe poster is Life with Severe
(01:17):
Autism.
That's the title of the posterand it was with Temple Grandin.
It was an interview that wasbeing done that was talking
about the DSM-5 and howAsperger's syndrome was removed
from the DSM-5 and how Templefelt about that.
(01:41):
Now, temple Grandin is anincredible individual who's
diagnosed with autism and hasbeen a motivational speaker, a
definer of autism and aredefiner of autism.
I would say I have never gottento see Temple Grandin speak.
I have listened to some of herthings but I really regret she
(02:05):
was in the area where I live andI didn't get to get there while
I was in college.
I was taking special ed classeswhen I was doing my education
degree and I will always forgetor always regret not having had
that opportunity to hear herspeak.
Because there is again, let mepreface this with every person's
(02:31):
experience is different and thereasons why they think the way
they think are very much basedon their life's experience and
the things that they have had towalk through and deal with.
And autism has.
The defining factors of autismhave, I don't want to say,
(02:52):
changed.
The name tags, the labels, theway of speaking about autism has
changed so much over the years,has changed so much over the
years.
So I, when I was teaching, oneof the children in my class, was
initially diagnosed withPDD-NOS, which was a like we
(03:15):
think you have autism, but wedon't really know that you have
autism and but there are somecharacteristics that apply.
And then there was, afterPDD-NOS, was Asperger's and so
that's like we know you do, butit's not so significant and so
severe.
You definitely have to learnsome strategies and maybe you
(03:38):
might be a little bit moresocially awkward.
Communication is not so much ofan issue.
Socially awkward Communicationis not so much of an issue.
So there are different.
And then you have, you know,into the actual autism diagnosis
and now we have moved intolevels of autism and I will tell
(03:59):
you the names and the labelsare still out there in all the
different forms and it reallydepends on the person that you
speak to and the interactionthat you have, because I get to
be a part of leading the specialneeds team for the Assemblies
(04:22):
of God, for general counsel.
I get to minister to kiddos ofpastors from all across the
nation and missionaries fromacross the world and in that the
descriptions of the child.
Now of course they all have toregister and in that
registration there are all kindsof questions about that
(04:44):
particular child and one is, youknow, are there allergies?
Another question is are therespecial needs?
And then if they answered yesto the special needs question,
then it was asked of them todescribe their child and it's
very interesting because youhave those who described, you
(05:07):
know, high functioning, you havelevel one, level two autism,
but doesn't look like it,there's so many different
descriptors of their children.
And why is that?
Why does that exist?
Simply because I think, as aparent, I can tell you that that
(05:31):
label is a descriptor of mychild and an indicator of maybe
their needs, of maybe theirabilities, and so we, as parents
, want to kind of shift thatterminology to better describe
(05:53):
our child.
When I do trainings, one of thethings that I have done in the
past is I pass out a piece ofpaper and I ask everyone in the
room to write down a label, aword, one single word that
describes them, and typicallythe room erupts because they're
going one word.
How am I going to use one wordto describe me?
I can't do that.
(06:14):
I don't know how to make thatwork.
Sometimes I'm this, sometimesI'm that, and also it depends on
which environment that I'm inwhich.
That is the exact response thatI want, because when we serve
individuals with disabilities inour churches, we want that
label right.
(06:36):
A lot of times we'll havechurches say well, they never
told us that he was autistic,they never told us that this was
going on, they never told usthat.
And part of that is sometimesparents are just simply afraid
that you'll turn them away andtell them that they can't, or
that you'll already come in witha stereotype, a preconceived
notion of what their child islike and then treat them
(06:57):
according to that, and some ofthem is sometimes parents just
don't know what to do or they'renew in the path and the label
becomes the difficulty in reallyassisting the child in doing
(07:19):
what is needed.
And so in this reel that I waswatching on Facebook, temple
Grandin said the biggest mistakethat was ever made is them
removing Asperger's syndromefrom the DSM-5.
And she said it's becauseAsperger's syndrome would have
(07:43):
been considered a very differentcategory than a full-blown
autism diagnosis.
And she said that she hadvisited a school and at that
school was a child who was fullycommunicative and participating
in all things and doing allthings in a room full of
(08:06):
students who did not have thatsame capability.
And so they are misplacingstudents because the diagnosis
isn't super specific and helping.
Another thing that she said andthis is probably the battle of
(08:26):
all battles, I think that isgoing on right now is you have
person-first language and youhave identity-first language and
you have person-first sayingI'm a person before I'm any
label.
And is you have person firstlanguage and you have identity
first language and you haveperson first saying I'm a person
before I'm any label, and thenyou have identity first, which
is I'm going to identify as mydisability, and Temple said that
the problem is that people areidentifying themselves as
(08:52):
autistic before they areidentifying themselves as
anything else.
It's like a badge of honor towear, and you're going to find
that typically in a non-severeor you know.
We're going to talk levels ofautism here in a minute, or
we're going to talk levels ofautism here in a minute, Because
(09:17):
there are so many things goingon in the world today that talk
the tism or the quirkiness thatcomes along with it, but in the
same diagnosis, you're talkingabout people who are living
their lives in fear for theirchildren every day, for doing
unsafe things, for not beingable to communicate their needs,
(09:38):
having health issues that theycan't tell about.
You know all kinds of differentthings.
It's just not.
It's not the same experience,it's not the same thing.
But the tip where it talkedabout the identity, choosing to
(10:00):
claim our identity in anythingother than Christ the one thing
that we want to live our wholelives with is a Christ follower.
I may not be a teacher or apastor or a missionary or all of
these other titles my wholelife, that I somewhat walk in my
(10:24):
identity with right, likethat's who I am, that's what I
do.
And claiming autism likeexcitement and this is the cool
thing.
And I'm not saying that's whateveryone is doing.
Some of the people who areclaiming identity first as their
(10:44):
way of verbiage and speaking ofit is simply doing it and going
listen, this is who I am, thisis who God made me to be, I'm
accepting of it and I'm going towalk in it and I'm not going to
be afraid of it, I'm not goingto hide it.
I am who really God has createdme and allowed me to be, and so
(11:05):
I don't necessarily thinkeither is bad.
But we want to never claim ouridentity, disability or our
brokenness or our claims of lifeover being a Christ follower,
if that makes sense.
So let's get back into thedescriptions of autism.
(11:28):
So now we have moved from justwe've moved from the PDD-NOS,
the Asperger's and then afull-blown autism diagnosis.
We've moved into levels ofautism.
So I want to caution the nextdescriptions of what I'm going
(11:52):
to give you.
I don't tell you about thelevels of autism so that you can
further label people.
Honestly, if a child comes intoour church, or a teen or an
adult, I am going to look ateach individual for the needs
that they have, not theirdiagnosis, because it is such
(12:16):
again, it's a spectrum, right,it's not all the same.
Every person's going to come indifferently.
So all of those pieces andparts that diagnosis isn't going
to give me full direction onwho they are.
I'm going to learn who they areby getting to know them, and so
don't rely on the understandingof each level as going oh yeah,
(12:38):
that's just cut and dry andthat's just easy and that's just
who they are.
So first, there are threelevels, okay, and so the DSM-5
introduced three levels ofseverity Level one, which is
considered requiring support,level two, which is requiring
substantial support, and levelthree, requiring very
(13:01):
substantial support.
The full text of the DSM-5severity levels for autism is
provided with someconsiderations to social
communication, restrictedrepetitive behaviors, repetitive
behaviors those are going to bethe biggest things in
(13:22):
consideration.
So in level one, you're goingto have minimal restrictions in
social communication, restrictedrepetitive behaviors and so you
might see some deficits insocial communication that cause
noticeable impairments,difficulty initiating social
(13:43):
interactions and clear examplesof like those atypical or
unsuccessful responses to socialkind of interactions with
others.
They may appear to havedecreased interest in social
interactions.
Maybe they have full ability tospeak in full sentences, but
(14:04):
whenever they are in that kindof interactive communication
they might fail to have thatsame ability because the
confidence and the awkwardnessthat comes in with that.
When we consider restricted,repetitive behaviors within
level one, there's aninflexibility of the behavior
(14:34):
and it causes significantinterference with functioning in
one or more ways, whether it'sswitching between activities or
problems of organization andplanning.
That kind of impactindependence.
So those are kind of your mainthings that you're going to see.
And then it just increases inseverity with level one, level
(14:55):
two, level three.
And that's tricky becauseyou're like, okay, that's not a
full, clear direction.
Right, and that's exactly whatwe're saying is that you might
see those explanations, youmight see that background
information, you might have that, but your best tool is going to
be getting to know thatindividual and having
(15:16):
interactions with them andbuilding upon.
And you want to always start byassuming competence, giving
options and being just beingable to just see and watch.
And when you notice certainthings building up or maybe
anxieties coming in.
(15:37):
Those are where we can start tooffer support and see where it
goes.
Great conversations withparents and caregivers are going
to kind of direct that.
But understanding where thingsgo and how they're going to work
are going to be very differentdepending upon your church and
(15:57):
the environment that is set upat your church.
That is all going to impactthat individual and how they may
show those different levels.
So what is the purpose ofeverything that I just said?
Well, first of all, tounderstand the changes in autism
(16:17):
, so that if parents andcaregivers are coming in and
their descriptions are acrossthe board in all of those things
, never be afraid to say okay,can you tell me what that looks
like for your family member, foryour individual, for your child
, and then going from okay.
(16:38):
So these are the definitions,this is where we came from, this
is where we're at right now.
Then, understanding the layersof identity and background in
that great great things inperson-first language, and there
(16:59):
can also be benefits toidentity.
First, I'm not saying one isright over the other.
I do have a preference on beinga Christ follower over anything
else, but I don't have todefine that for an individual.
Again, their experiences, theirbackground, the place where
(17:20):
they are in life is going todetermine that, and that is not
going to be a barrier forwhether or not they can and will
choose to follow Jesus.
So that's not going to be astoppage to any of that kind of
stuff.
Be a stoppage to any of thatkind of stuff.
(17:41):
Also, in noting that theinformation on autism what it's
called and where it was andwhere it is now can help give us
a fuller picture of autismdescriptions and where it can
fall.
And it's great to just havethat background knowledge so
(18:03):
that when you're inconversations with people you
know where they're coming from.
And it might be, you know, ifit's an older parent who's been
around for a while has an adultchild.
Their verbiage might bedifferent, so it's just really
good to be aware of all of itand what it looks like and where
it's at.
So, other than that, this isjust another tool in the tool
(18:27):
belt, some information to beable to make the gospel
accessible.
Be sure that everyone has theopportunity to know, grow and
serve, because God has a planand he has a purpose and he has
a purpose and that is foreveryone.
Do I know everything aboutdisability ministry.
Do I have all the answers?
Have I done everythingperfectly?
(18:48):
I've absolutely not, but we aregoing to continue this
conversation so that people ofall abilities can have the
opportunity to know Christ, growin Him and serve Him with the
gifts that he has given them.
For deeper dives into thesetopics and more, check out
indispensablepeoplecom and visitAmazon to purchase the books
(19:13):
the Indispensable Kid and Gospel, accessibility and the
Indispensable People.
Hi, my name is Tracy Correll and welcome to
Indispensable People.
I'm a wife, mom, teacher,pastor and missionary, and I
believe that every person shouldhave the opportunity to know
Christ, grow in Him and serveHim with the gifts that he has
given, no matter their ability.
Over 65 million Americans havea disability.
That's 25% of the population.
(00:26):
However, over 80% of them arenot inside the walls of our
church.
Let's dive into those hardtopics biblical foundations,
perceptions and world-changingideas.
(00:53):
Hey, hey, and welcome to thisepisode of Indispensable People.
I'm so glad that you havejoined and I am ready to talk
about and define some thingsabout autism.
And this stems from I justrecently saw a reel on Facebook
yes, I'm an old lady and I dolook at Facebook, at least
that's what my kids tell me andthe poster is Life with Severe
(01:17):
Autism.
That's the title of the posterand it was with Temple Grandin.
It was an interview that wasbeing done that was talking
about the DSM-5 and howAsperger's syndrome was removed
from the DSM-5 and how Templefelt about that.
(01:41):
Now, temple Grandin is anincredible individual who's
diagnosed with autism and hasbeen a motivational speaker, a
definer of autism and aredefiner of autism.
I would say I have never gottento see Temple Grandin speak.
I have listened to some of herthings but I really regret she
(02:05):
was in the area where I live andI didn't get to get there while
I was in college.
I was taking special ed classeswhen I was doing my education
degree and I will always forgetor always regret not having had
that opportunity to hear herspeak.
Because there is again, let mepreface this with every person's
(02:31):
experience is different and thereasons why they think the way
they think are very much basedon their life's experience and
the things that they have had towalk through and deal with.
And autism has.
The defining factors of autismhave, I don't want to say,
(02:52):
changed.
The name tags, the labels, theway of speaking about autism has
changed so much over the years,has changed so much over the
years.
So I, when I was teaching, oneof the children in my class, was
initially diagnosed withPDD-NOS, which was a like we
(03:15):
think you have autism, but wedon't really know that you have
autism and but there are somecharacteristics that apply.
And then there was, afterPDD-NOS, was Asperger's and so
that's like we know you do, butit's not so significant and so
severe.
You definitely have to learnsome strategies and maybe you
(03:38):
might be a little bit moresocially awkward.
Communication is not so much ofan issue.
Socially awkward Communicationis not so much of an issue.
So there are different.
And then you have, you know,into the actual autism diagnosis
and now we have moved intolevels of autism and I will tell
(03:59):
you the names and the labelsare still out there in all the
different forms and it reallydepends on the person that you
speak to and the interactionthat you have, because I get to
be a part of leading the specialneeds team for the Assemblies
(04:22):
of God, for general counsel.
I get to minister to kiddos ofpastors from all across the
nation and missionaries fromacross the world and in that the
descriptions of the child.
Now of course they all have toregister and in that
registration there are all kindsof questions about that
(04:44):
particular child and one is, youknow, are there allergies?
Another question is are therespecial needs?
And then if they answered yesto the special needs question,
then it was asked of them todescribe their child and it's
very interesting because youhave those who described, you
(05:07):
know, high functioning, you havelevel one, level two autism,
but doesn't look like it,there's so many different
descriptors of their children.
And why is that?
Why does that exist?
Simply because I think, as aparent, I can tell you that that
(05:31):
label is a descriptor of mychild and an indicator of maybe
their needs, of maybe theirabilities, and so we, as parents
, want to kind of shift thatterminology to better describe
(05:53):
our child.
When I do trainings, one of thethings that I have done in the
past is I pass out a piece ofpaper and I ask everyone in the
room to write down a label, aword, one single word that
describes them, and typicallythe room erupts because they're
going one word.
How am I going to use one wordto describe me?
I can't do that.
(06:14):
I don't know how to make thatwork.
Sometimes I'm this, sometimesI'm that, and also it depends on
which environment that I'm inwhich.
That is the exact response thatI want, because when we serve
individuals with disabilities inour churches, we want that
label right.
(06:36):
A lot of times we'll havechurches say well, they never
told us that he was autistic,they never told us that this was
going on, they never told usthat.
And part of that is sometimesparents are just simply afraid
that you'll turn them away andtell them that they can't, or
that you'll already come in witha stereotype, a preconceived
notion of what their child islike and then treat them
(06:57):
according to that, and some ofthem is sometimes parents just
don't know what to do or they'renew in the path and the label
becomes the difficulty in reallyassisting the child in doing
(07:19):
what is needed.
And so in this reel that I waswatching on Facebook, temple
Grandin said the biggest mistakethat was ever made is them
removing Asperger's syndromefrom the DSM-5.
And she said it's becauseAsperger's syndrome would have
(07:43):
been considered a very differentcategory than a full-blown
autism diagnosis.
And she said that she hadvisited a school and at that
school was a child who was fullycommunicative and participating
in all things and doing allthings in a room full of
(08:06):
students who did not have thatsame capability.
And so they are misplacingstudents because the diagnosis
isn't super specific and helping.
Another thing that she said andthis is probably the battle of
(08:26):
all battles, I think that isgoing on right now is you have
person-first language and youhave identity-first language and
you have person-first sayingI'm a person before I'm any
label.
And is you have person firstlanguage and you have identity
first language and you haveperson first saying I'm a person
before I'm any label, and thenyou have identity first, which
is I'm going to identify as mydisability, and Temple said that
the problem is that people areidentifying themselves as
(08:52):
autistic before they areidentifying themselves as
anything else.
It's like a badge of honor towear, and you're going to find
that typically in a non-severeor you know.
We're going to talk levels ofautism here in a minute, or
we're going to talk levels ofautism here in a minute, Because
(09:17):
there are so many things goingon in the world today that talk
the tism or the quirkiness thatcomes along with it, but in the
same diagnosis, you're talkingabout people who are living
their lives in fear for theirchildren every day, for doing
unsafe things, for not beingable to communicate their needs,
(09:38):
having health issues that theycan't tell about.
You know all kinds of differentthings.
It's just not.
It's not the same experience,it's not the same thing.
But the tip where it talkedabout the identity, choosing to
(10:00):
claim our identity in anythingother than Christ the one thing
that we want to live our wholelives with is a Christ follower.
I may not be a teacher or apastor or a missionary or all of
these other titles my wholelife, that I somewhat walk in my
(10:24):
identity with right, likethat's who I am, that's what I
do.
And claiming autism likeexcitement and this is the cool
thing.
And I'm not saying that's whateveryone is doing.
Some of the people who areclaiming identity first as their
(10:44):
way of verbiage and speaking ofit is simply doing it and going
listen, this is who I am, thisis who God made me to be, I'm
accepting of it and I'm going towalk in it and I'm not going to
be afraid of it, I'm not goingto hide it.
I am who really God has createdme and allowed me to be, and so
(11:05):
I don't necessarily thinkeither is bad.
But we want to never claim ouridentity, disability or our
brokenness or our claims of lifeover being a Christ follower,
if that makes sense.
So let's get back into thedescriptions of autism.
(11:28):
So now we have moved from justwe've moved from the PDD-NOS,
the Asperger's and then afull-blown autism diagnosis.
We've moved into levels ofautism.
So I want to caution the nextdescriptions of what I'm going
(11:52):
to give you.
I don't tell you about thelevels of autism so that you can
further label people.
Honestly, if a child comes intoour church, or a teen or an
adult, I am going to look ateach individual for the needs
that they have, not theirdiagnosis, because it is such
(12:16):
again, it's a spectrum, right,it's not all the same.
Every person's going to come indifferently.
So all of those pieces andparts that diagnosis isn't going
to give me full direction onwho they are.
I'm going to learn who they areby getting to know them, and so
don't rely on the understandingof each level as going oh yeah,
(12:38):
that's just cut and dry andthat's just easy and that's just
who they are.
So first, there are threelevels, okay, and so the DSM-5
introduced three levels ofseverity Level one, which is
considered requiring support,level two, which is requiring
substantial support, and levelthree, requiring very
(13:01):
substantial support.
The full text of the DSM-5severity levels for autism is
provided with someconsiderations to social
communication, restrictedrepetitive behaviors, repetitive
behaviors those are going to bethe biggest things in
(13:22):
consideration.
So in level one, you're goingto have minimal restrictions in
social communication, restrictedrepetitive behaviors and so you
might see some deficits insocial communication that cause
noticeable impairments,difficulty initiating social
(13:43):
interactions and clear examplesof like those atypical or
unsuccessful responses to socialkind of interactions with
others.
They may appear to havedecreased interest in social
interactions.
Maybe they have full ability tospeak in full sentences, but
(14:04):
whenever they are in that kindof interactive communication
they might fail to have thatsame ability because the
confidence and the awkwardnessthat comes in with that.
When we consider restricted,repetitive behaviors within
level one, there's aninflexibility of the behavior
(14:34):
and it causes significantinterference with functioning in
one or more ways, whether it'sswitching between activities or
problems of organization andplanning.
That kind of impactindependence.
So those are kind of your mainthings that you're going to see.
And then it just increases inseverity with level one, level
(14:55):
two, level three.
And that's tricky becauseyou're like, okay, that's not a
full, clear direction.
Right, and that's exactly whatwe're saying is that you might
see those explanations, youmight see that background
information, you might have that, but your best tool is going to
be getting to know thatindividual and having
(15:16):
interactions with them andbuilding upon.
And you want to always start byassuming competence, giving
options and being just beingable to just see and watch.
And when you notice certainthings building up or maybe
anxieties coming in.
(15:37):
Those are where we can start tooffer support and see where it
goes.
Great conversations withparents and caregivers are going
to kind of direct that.
But understanding where thingsgo and how they're going to work
are going to be very differentdepending upon your church and
(15:57):
the environment that is set upat your church.
That is all going to impactthat individual and how they may
show those different levels.
So what is the purpose ofeverything that I just said?
Well, first of all, tounderstand the changes in autism
(16:17):
, so that if parents andcaregivers are coming in and
their descriptions are acrossthe board in all of those things
, never be afraid to say okay,can you tell me what that looks
like for your family member, foryour individual, for your child
, and then going from okay.
(16:38):
So these are the definitions,this is where we came from, this
is where we're at right now.
Then, understanding the layersof identity and background in
that great great things inperson-first language, and there
(16:59):
can also be benefits toidentity.
First, I'm not saying one isright over the other.
I do have a preference on beinga Christ follower over anything
else, but I don't have todefine that for an individual.
Again, their experiences, theirbackground, the place where
(17:20):
they are in life is going todetermine that, and that is not
going to be a barrier forwhether or not they can and will
choose to follow Jesus.
So that's not going to be astoppage to any of that kind of
stuff.
Be a stoppage to any of thatkind of stuff.
(17:41):
Also, in noting that theinformation on autism what it's
called and where it was andwhere it is now can help give us
a fuller picture of autismdescriptions and where it can
fall.
And it's great to just havethat background knowledge so
(18:03):
that when you're inconversations with people you
know where they're coming from.
And it might be, you know, ifit's an older parent who's been
around for a while has an adultchild.
Their verbiage might bedifferent, so it's just really
good to be aware of all of itand what it looks like and where
it's at.
So, other than that, this isjust another tool in the tool
(18:27):
belt, some information to beable to make the gospel
accessible.
Be sure that everyone has theopportunity to know, grow and
serve, because God has a planand he has a purpose and he has
a purpose and that is foreveryone.
Do I know everything aboutdisability ministry.
Do I have all the answers?
Have I done everythingperfectly?
(18:48):
I've absolutely not, but we aregoing to continue this
conversation so that people ofall abilities can have the
opportunity to know Christ, growin Him and serve Him with the
gifts that he has given them.
For deeper dives into thesetopics and more, check out
indispensablepeoplecom and visitAmazon to purchase the books
(19:13):
the Indispensable Kid and Gospel, accessibility and the
Indispensable People.
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