Why Identity-First Language Matters: Understanding Autistic Identity in Assessment

Abstract

The language used to describe autism has significant implications for identity, clinical practice, and the broader understanding of neurodevelopmental differences. This article reviews the literature on language preferences within the autistic community, examines the shift from person-first to identity-first language, and explores how these linguistic choices reflect fundamentally different conceptual frameworks—the medical model versus the neurodiversity paradigm. Drawing on empirical research, community perspectives, and clinical experience, this article argues that identity-first language (“autistic person”) better reflects the preferences of the autistic community and aligns with a neurodiversity-affirming approach to assessment and support. Understanding these language choices is essential for clinicians conducting autism assessments and providing appropriate, respectful support.

Introduction

Language shapes thought, reflects values, and constructs reality. Nowhere is this more evident than in discussions about disability and neurodevelopmental differences. The question of whether to say “person with autism” (person-first language, PFL) or “autistic person” (identity-first language, IFL) may seem merely semantic to those outside the autism community, but it represents a fundamental philosophical divide about the nature of autism itself.

As a clinician who received my own autism diagnosis in my 50s, I have inhabited both sides of this linguistic divide – first unknowingly accepting the person-first framing that dominates medical discourse, and later understanding why the autistic community overwhelmingly prefers identity-first language. This shift in language reflects a broader paradigm shift from viewing autism as a disorder to be treated or cured, toward understanding it as a neurological difference that is integral to identity.

This article examines the empirical evidence for language preferences within the autistic community, explores the theoretical frameworks underpinning these preferences, and discusses the practical implications for autism assessment and clinical practice.

Historical Context: The Rise of Person-First Language

Person-first language emerged in the 1970s and 1980s as part of the disability rights movement’s effort to combat dehumanisation and emphasise the personhood of individuals with disabilities (Blaska, 1993). The logic was straightforward: by saying “person with a disability” rather than “disabled person,” we remind others (and ourselves) that the individual is first and foremost a person, not reducible to their disability.

This linguistic innovation was largely successful in changing public discourse. Style guides from major organisations – including the American Psychological Association (APA), the National Institutes of Health, and many disability advocacy organisations – adopted person-first language as standard practice (Dunn & Andrews, 2015). Medical and educational professionals were trained to use PFL, and it became a marker of respectful, progressive practice.

However, person-first language was developed primarily by and for people with intellectual disabilities and their families, not by or for the autism community (Kenny et al., 2016). As autistic self-advocacy grew stronger, particularly with the rise of internet communication enabling autistic people to connect and organise, a counter-movement emerged championing identity-first language.

Empirical Evidence: What Do Autistic People Prefer?

The question of language preference is not merely theoretical – empirical research has directly examined what autistic people and their families actually prefer.

Survey Research on Language Preferences

Kenny et al. (2016) conducted one of the first large-scale surveys examining language preferences in the autism community. Surveying 3,470 individuals including autistic adults, family members, friends, and professionals, they found striking patterns:

• Autistic respondents overwhelmingly preferred identity-first language, with 60% favouring “autistic person” and only 13% preferring “person with autism” (the remainder had no preference or found both acceptable).
• In contrast, non-autistic professionals and family members showed the opposite pattern, with 63% of professionals preferring person-first language.
• Parents were more divided, with preferences often shifting based on their child’s expressed preferences and their engagement with autistic community perspectives.

Importantly, Kenny et al. (2016) found that preference for identity-first language was stronger among those who had more contact with autistic people and autistic-led organisations, suggesting that exposure to autistic community discourse influences language choices.

Bottema-Beutel et al. (2021) conducted a comprehensive analysis of language preferences, examining both survey data and qualitative research. Their systematic review confirmed that autistic people consistently prefer identity-first language, whilst non-autistic stakeholders (particularly professionals and researchers) tend to prefer person-first language. They argue that this disconnect reflects a broader pattern of privileging professional perspectives over community voices.

Qualitative Research: Understanding the Reasoning

Quantitative preferences tell us what people prefer, but qualitative research helps us understand why. Several studies have explored the reasoning behind language preferences.

Brown (2011) conducted interviews with autistic self-advocates and identified several key themes:

Autism as integral to identity: Participants described autism not as something they have (like an illness or possession) but as something they are—a fundamental aspect of their neurology that shapes perception, cognition, and experience. One participant explained: “Autism isn’t something separate from me that I could remove. It’s woven into everything about how I think and experience the world.”

Rejection of the medical model: Many participants explicitly rejected the implication in person-first language that autism is inherently negative—something to be separated from the person. As Brown noted, we don’t say “person with Britishness” or “person with womanness” for identities we consider neutral or positive.

Alignment with other identity movements: Participants drew parallels with other identity-based communities. The LGBTQ+ community, for instance, uses identity-first language (“gay person,” “trans person”), as do many disability communities (“Deaf person,” “disabled person”).

Sinclair (1999), in the influential essay “Why I Dislike ‘Person First’ Language,” articulated what has become a foundational text for the autistic self-advocacy movement. Sinclair argued that person-first language implies autism is a negative appendage rather than a neutral difference, and that saying “person with autism” suggests autism is something that could (or should) be separated from the person – a premise many autistic people find offensive and ontologically incorrect.

The Neurodiversity Paradigm: A Conceptual Framework

Understanding why identity-first language matters requires understanding the neurodiversity paradigm – a framework that fundamentally reconceptualises autism and other neurological differences.

Origins and Core Concepts

The term “neurodiversity” was coined by Australian sociologist Judy Singer in the late 1990s, drawing on disability studies, queer theory, and the social model of disability (Singer, 1999). The neurodiversity paradigm proposes several core ideas:

1. Neurological diversity is natural and valuable: Just as biodiversity is essential for ecosystem health, neurological diversity is valuable for human society. Different types of minds contribute different perspectives and abilities.
2. Autism is a difference, not a disorder: Whilst autism involves differences in neurology that can create challenges (particularly in environments designed for neurotypical functioning), it is not inherently pathological.
3. Disability is contextual and socially constructed: Much of the disability associated with autism arises from the mismatch between autistic neurology and a world designed for neurotypical people, rather than from autism itself.
4. The medical model is limiting: Viewing autism solely through a deficit-based, medical model pathologises natural human variation and obscures autistic strengths and differences.

Chapman (2020) provides a comprehensive analysis of the neurodiversity paradigm, distinguishing between the neurodiversity movement (a political and social justice movement led by neurodivergent people) and neurodiversity studies (an emerging academic field examining neurological differences through non-pathologising frameworks).

The Medical Model vs. The Neurodiversity Paradigm

These competing frameworks can be understood along several dimensions:

These are not merely academic distinctions – they have profound practical implications for clinical practice, research priorities, policy, and the lived experiences of autistic people.

Evidence Supporting the Neurodiversity Paradigm

Beyond philosophical arguments, empirical research increasingly supports key tenets of the neurodiversity paradigm:

Autistic strengths and abilities: Research has documented enhanced pattern recognition (Baron-Cohen et al., 2009), superior attention to detail (Meilleur et al., 2015), increased creativity in certain domains (Liu et al., 2016), and strong systemising abilities (Baron-Cohen et al., 2003) in autistic populations. These aren’t compensations for deficits – they’re genuine cognitive differences that can confer advantages.

The camouflaging/masking literature: Studies on autistic masking (Hull et al., 2017; Lai et al., 2017; Cassidy et al., 2018) demonstrate that suppressing autistic traits to appear neurotypical is associated with poor mental health outcomes including depression, anxiety, and suicidality. This suggests that the goal should not be to make autistic people appear neurotypical, but rather to create environments where autistic functioning is acceptable.

Social model evidence: Research consistently shows that autistic-autistic communication is often smooth and effective (Crompton et al., 2020), challenging the notion that autistic people have fundamental social deficits. Rather, there appears to be a “double empathy problem” (Milton, 2012) where autistic and non-autistic people struggle to understand each other—a bidirectional difficulty, not a unilateral deficit in autistic people.

Quality of life and wellbeing: Studies examining what predicts wellbeing in autistic adults consistently find that acceptance (rather than attempting to appear non-autistic), community connection, and autonomy are key factors (Mason et al., 2018). Interventions focused on changing autistic people to be more neurotypical often fail to improve quality of life and may harm mental health.

Language, Identity, and Diagnostic Practice

The choice between person-first and identity-first language is not merely a matter of political correctness or semantic preference – it reflects and reinforces fundamentally different approaches to autism assessment and support.

Language in Diagnostic Reports

Clinical reports are powerful documents. They shape how individuals understand themselves, how families understand their loved ones, how schools and employers perceive students and employees, and how support services are allocated. The language in these reports matters.

Traditional diagnostic reports, adhering to person-first language guidelines, might describe an individual as “a person with autism spectrum disorder” or “a patient presenting with autistic symptomatology.” This framing, whilst well-intentioned, immediately positions autism as a medical condition the person has, something external to their identity, and implicitly something problematic.

In contrast, a neurodiversity-affirming report using identity-first language might describe “an autistic adult” or “an autistic child,” recognising autism as integral to identity. The focus shifts from cataloguing deficits to understanding differences, strengths alongside challenges, and the contextual factors that enable or disable functioning.

At London Trusted Therapy, our diagnostic reports use identity-first language as the default, consistent with autistic community preferences, whilst remaining responsive to individual requests. We frame autism through a neurodiversity-affirming lens, acknowledging both strengths and challenges, and focusing assessment not on “severity” but on understanding the individual’s neurology and support needs.

The Assessment Process Itself

Language choices during assessment shape the therapeutic relationship and the information gathered. Clinicians using person-first language may inadvertently signal alignment with deficit-based frameworks, potentially affecting rapport with autistic adults who strongly identify with their neurodivergence.

Questions like “How has autism affected your life?” (framing autism as something negative that happens to you) elicit different responses than “How does being autistic shape your experience?” (framing autism as part of identity). The former invites deficit-focused narratives; the latter creates space for discussing both challenges and strengths, differences rather than only impairments.

Our ADOS-2 trained assessors at London Trusted Therapy are specifically trained in neurodiversity-affirming practice, understanding that effective assessment requires not only technical competence but also philosophical alignment with community values and preferences.

Cultural Humility and Language: A Complex Landscape

Whilst the autistic community in predominantly English-speaking Western contexts shows clear preference for identity-first language, cultural humility requires acknowledging that language preferences may vary across cultures, linguistic contexts, and communities.

Cross-Cultural Considerations

Research on language preferences has been conducted primarily in the United States, United Kingdom, and Australia. Less is known about preferences in other cultural contexts where autism is understood differently, where disability carries different cultural meanings, or where language structures don’t map neatly onto English person-first versus identity-first distinctions.

Kapp et al. (2013) note that cultural background influences both autism presentation and diagnostic patterns. Communities with different cultural conceptualisations of disability, neurodevelopmental differences, and personhood may hold different linguistic preferences. Additionally, in many non-English languages, the grammatical structure makes person-first versus identity-first distinctions less relevant or impossible.

For instance, in some languages, the grammatical construction that most naturally describes someone’s autism may not align with either the English person-first or identity-first framing. In these contexts, imposing Anglophone linguistic frameworks may itself be a form of cultural imperialism.

Cultural Humility in Practice

Cultural humility – defined as a lifelong commitment to self-evaluation, redressing power imbalances, and developing mutually beneficial partnerships (Tervalon & Murray-García, 1998)—requires clinicians to:

1. Recognise that Western, Anglophone autistic community preferences may not universally apply: Families from different cultural backgrounds may have different perspectives on disability, identity, and appropriate language.
2. Ask rather than assume: Rather than imposing language choices, ask individuals and families what language they prefer and why. This shows respect and provides valuable information about how they conceptualise autism.
3. Understand that preferences may evolve: Families new to autism diagnosis may initially prefer person-first language, shifting to identity-first as they engage with autistic community perspectives. This evolution should be supported, not judged.
4. Acknowledge intersectionality: Identity is multifaceted. An autistic person who is also a member of racial, ethnic, religious, or other marginalised communities may navigate identity differently. For instance, research suggests that autistic people of colour may experience both racism and ableism in ways that shape identity development (Cascio, 2020).

At London Trusted Therapy, we serve a diverse London population representing multiple cultural, linguistic, and ethnic backgrounds. Our commitment to cultural humility means we recognise that whilst identity-first language reflects majority autistic community preferences in Anglophone contexts, individual and family preferences vary. We engage in ongoing cultural competence training, maintain awareness of our own cultural assumptions, and centre each client’s preferences and values.

We understand that for some families, particularly those from cultures where disability carries significant stigma, language choices may be fraught with complexity. A family navigating both ableism and racism, for instance, may make strategic linguistic choices we must respect whilst also providing information about community preferences and the philosophical frameworks underlying different language options.

Language Justice and Power

The debate over language is also a debate about power: who gets to define autism, whose perspectives are privileged, and who has authority to speak.

Historically, autism research and clinical practice have been dominated by non-autistic professionals whose language choices (person-first) differed from those of the autistic people they studied and treated (identity-first). This created what Pellicano and den Houting (2022) describe as an “epistemic injustice”—the systematic devaluing of autistic people’s knowledge about their own experiences.

The shift toward identity-first language in research and clinical practice represents, in part, a correction of this power imbalance. When major autism research organisations (including some that historically advocated person-first language) shift to identity-first language, they acknowledge autistic people as authorities on their own identity and experience.

However, cultural humility requires recognising that this shift, whilst positive, can also create new pressures. Some autistic people – particularly those from cultures where disability carries significant stigma, or those who are still processing their diagnosis – may prefer person-first language for their own complex reasons. Respecting autonomy means honouring these preferences whilst also providing information about community preferences and the philosophical frameworks underlying different language choices.

Practical Implications for Clinical Practice

Understanding the significance of identity-first language has several practical implications for autism assessment and support:

1. Default to Identity-First, But Remain Flexible

Given clear evidence of autistic community preference for identity-first language, clinicians should use “autistic person” as the default whilst remaining responsive to individual preferences. This might mean asking during intake: “How do you prefer to describe your autism—as an autistic person, a person with autism, or something else?” and respecting that answer in all documentation and communication.

2. Educate Without Imposing

For families new to autism diagnosis, clinicians can provide information about language preferences and the reasoning behind them, explaining both the historical context of person-first language and the current autistic community preference for identity-first language. This education empowers families to make informed choices rather than imposing a particular framework.

At London Trusted Therapy, we often share research on language preferences during post-diagnostic support sessions, helping families understand the evolution of community perspectives whilst respecting their autonomy to choose language that feels right for them.

3. Use Language That Reduces Stigma

Regardless of person-first versus identity-first choices, language should avoid unnecessarily pathologising or deficit-focused terms. Rather than “suffering from autism,” “impacted by autism,” or “afflicted with autism,” neutral descriptive language is more appropriate and more accurate.

Similarly, functioning labels (“high-functioning,” “low-functioning”) are increasingly recognised as both inaccurate and harmful (Alvares et al., 2020). They reduce complex profiles to a single dimension, often misrepresent support needs, and can deny services to those labelled “high-functioning” whilst denying autonomy to those labelled “low-functioning.”

4. Align Assessment Frameworks With Language Choices

Clinicians using identity-first language should ensure their assessment framework aligns with this choice. A deficit-focused assessment using identity-first language misses the point—the language shift should reflect a deeper paradigm shift toward neurodiversity-affirming practice.

This means:

• Assessing strengths alongside challenges
• Considering environmental factors and supports rather than only individual “symptoms”
• Focusing on wellbeing and quality of life, not merely symptom reduction
• Involving autistic people as collaborators in assessment, not merely subjects
• Providing diagnoses that validate and explain, not stigmatise

5. Recognise the Limits of Language

Whilst language matters, it’s not sufficient on its own. A clinician can use identity-first language whilst maintaining deficit-based, pathologising perspectives. Conversely, a clinician deeply committed to neurodiversity-affirming practice might use person-first language due to institutional requirements whilst still providing excellent, respectful care.

Language is a signal, a starting point, and an important marker of philosophical orientation—but it must be backed by genuine understanding and respect for neurodiversity.

The Personal Dimension: Identity and Self-Understanding

Beyond clinical implications, language choices profoundly affect autistic people’s self-understanding and identity development.

Language and Self-Concept

Research on disability identity formation suggests that the language individuals use to describe themselves shapes how they understand their experiences, connect with community, and navigate the world (Dunn & Burcaw, 2013).

For many late-diagnosed autistic adults, the shift from “person with autism” to “autistic person” represents a journey toward self-acceptance. Person-first language can inadvertently reinforce internalised shame—the implicit message that autism is something to be separated from the self, something shameful or negative. Identity-first language, in contrast, allows autism to be integrated into identity without shame.

Walker (2021), an autistic scholar, describes this integration: “I am autistic because autism is an essential feature of me as a person. Autism is hard-wired into the ways my brain works. I am autistic because I cannot be separated from how my brain works.”

Community Connection and Belonging

Language also serves as a marker of community belonging. Within autistic self-advocacy spaces, online communities, and peer support groups, identity-first language predominates. Using this language signals alignment with community values and facilitates connection.

For newly diagnosed autistic adults, discovering these communities and learning about identity-first language can be transformative – a shift from isolation and difference toward belonging and shared understanding.

Conclusion: Toward Neurodiversity-Affirming Practice

The preference for identity-first language within the autistic community is well-established through empirical research and represents a philosophical shift from viewing autism as a disorder requiring treatment toward understanding it as a neurodevelopmental difference requiring acceptance and accommodation.

For clinicians conducting autism assessments, understanding and respecting these language preferences is not merely political correctness—it’s essential to neurodiversity-affirming practice. It signals respect for autistic self-advocacy, alignment with community values, and commitment to the neurodiversity paradigm.

However, cultural humility requires recognising that whilst identity-first language reflects majority preference in Anglophone autistic communities, individual preferences vary based on personal identity, cultural background, stage of diagnosis acceptance, and family values. Effective practice balances evidence-based defaults with respect for individual autonomy and cultural context.

At London Trusted Therapy, our commitment to neurodiversity-affirming practice means:

• Using identity-first language as default whilst remaining responsive to individual preferences
• Conducting assessments that recognise both strengths and challenges
• Framing autism as difference rather than only deficit
• Practising cultural humility that acknowledges diverse perspectives across the multicultural communities we serve
• Centring autistic voices and preferences in our practice
• Recognising that our diverse London population brings varied cultural understandings of disability, identity, and language
• Engaging in ongoing training on intersectionality, recognising that autistic people navigate multiple identities simultaneously

Language alone doesn’t create neurodiversity-affirming practice, but it’s a crucial starting point. When we say “autistic person,” we acknowledge autism as integral to identity. When we default to community preferences, we honour autistic self-advocacy. And when we remain culturally humble and individually responsive, we create space for diverse experiences and understandings across the multicultural fabric of London and beyond.

The autistic community has spoken clearly about their language preferences. As clinicians, our responsibility is to listen, learn, and adapt our practice accordingly – not out of rigid adherence to political correctness, but out of genuine respect for the people we serve, commitment to cultural humility, and dedication to supporting their authentic, autistic selves.

References

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Resources for Further Exploration

Autistic Self-Advocacy Networks:

• Autistic Self Advocacy Network (ASAN): autisticadvocacy.org
• Autistic Women & Nonbinary Network: awnnetwork.org
• The National Autistic Society (UK): www.autism.org.uk

Academic Resources:

• Autistic Self Advocacy Network guidelines on identity-first language
• Autism in Adulthood journal (peer-reviewed, neurodiversity-affirming)
• Neurodiversity Studies: A New Critical Paradigm (Bertilsdotter Rosqvist et al., 2020)

Clinical Practice:

• London Trusted Therapy’s neurodiversity-affirming autism assessment services
• Information about autism support at London Trusted Therapy

This article was written by Dr Olena Edwards-Skadowska, Founder and CEO of London Trusted Therapy, drawing on academic research, clinical experience, and lived experience as an autistic person diagnosed in her 50s. London Trusted Therapy is committed to neurodiversity-affirming practice, cultural humility, and centring autistic voices in assessment and support. We serve London’s wonderfully diverse population, recognising that effective practice requires both evidence-based defaults informed by autistic community preferences and culturally responsive, individualised care that honours the varied perspectives, languages, and cultural understandings that our clients bring. Our ongoing commitment to cultural competence training and intersectional awareness ensures that we provide care that respects both neurodiversity and the rich cultural diversity of the communities we serve.