BEYOND DIAGNOSTIC LEVELS: A PSYCHOSOCIAL AND FUNCTIONAL FRAMEWORK FOR UNDERSTANDING SUPPORT NEEDS IN AUTISTIC CHILDREN

Abstract

Autism is a heterogeneous neurodevelopmental condition in which support requirements vary substantially across individuals and contexts. Diagnostic classification provides an essential clinical framework, but diagnostic levels may not fully represent the functional and psychosocial complexity experienced by autistic children. This integrative literature review examines autism through a psychosocial and functional lens, with particular attention to social communication, restricted and repetitive behaviours, sensory processing, emotional regulation, adaptive functioning, family systems, and school environments. The review argues that support planning should move beyond a diagnosis- or level-centred model toward an individualised framework that integrates symptom characteristics with functional performance, environmental demands, strengths, communication needs, and participation. A conceptual framework is proposed in which diagnostic characteristics interact with child-level and environmental factors to shape real-world support needs. The framework has implications for psychological assessment, psychotherapy, education, behavioural intervention, family support, and multidisciplinary practice. Future research should examine multidimensional methods for assessing support needs and their relationship to quality of life and participation.