DLA for an autistic child: how to describe their needs

Updated 6 October 2026 · Checked against GOV.UK and the DLA claim form (DLA1 Child, 10/25)

DLA is not paid because a child is autistic. It is paid for the extra looking after, prompting and supervision your child needs because of their autism, compared with a child of the same age. Here is how to show that on the claim form, question by question.

It is the help that counts, not the diagnosis

The claim form says it plainly: the DWP does not pay Disability Living Allowance for a child having a particular health condition or disability, but for the impact it has on them.

You can claim before a diagnosis. Question 40 says that if a child does not have a diagnosis, you should still describe their difficulties. Question 23 asks whether your child is waiting for an assessment appointment. DLA cannot be backdated, so waiting for a diagnosis can mean losing payments. The help must usually have been needed for at least 3 months and be likely to be needed for at least another 6.

The test: much more help than a child of the same age

GOV.UK says DLA is for a child who needs much more looking after than a child of the same age who does not have a disability. For a child under 16 the law asks for help that is substantially more than children of that age normally need, or help that only younger children would normally need (section 72(1A) of the Social Security Contributions and Benefits Act 1992). DWP's guidance adds that the help must be outside the whole normal range for a child of that age.

Make that comparison in every answer: say what your child needs that other children the same age do not. Our free DLA rate checker gives an honest likely band, not a decision.

The questions that usually matter for autistic children

These parts of the form often matter most. Extra detail about care goes at question 72.

Questions 63 and 64: speaking and communicating

Question 63 asks whether your child can speak clearly in sentences or talk with someone they do not know. Question 64 covers understanding what is said, telling people how they feel and giving and following instructions, with boxes to tick such as Makaton and the Picture Exchange Communication System (PECS). A child who talks a lot can still need help: the booklet's examples include taking what is said literally. If you rephrase, translate or step in for your child, describe it.

Question 66: supervision to keep them safe

This asks whether your child needs someone to keep an eye on them because of how they feel, behave or react to people and changing situations. Its parts include recognising common dangers, coping with changes to routine and regularly feeling anxious, acting impulsively or becoming overwhelmed.

For each Yes, give real examples: what happens, how often and what would happen if nobody was watching. Bolting, meltdowns in public and not understanding that roads are dangerous belong here, as does the booklet's example of climbing onto window sills. DWP's guidance says decision makers should consider the help your child needs, not only the help they get.

Question 67: extra help with development

This is extra help to understand how to behave and react to people: following instructions, playing with others and behaving appropriately. The booklet's examples include difficulty keeping friends because of the way they behave.

Questions 58 and 59: dressing and eating

At question 58 the booklet's examples may fit: only wearing certain colours, needing a time-consuming set routine and having difficulty with some types of clothes. At question 59 a very limited diet can be described as the booklet's 'special dietary needs'. Say what the help involves, such as preparing separate food, prompting and supervising every meal.

Questions 68 to 70: school, activities and nights

Question 68 asks about help at school or nursery (see our school evidence guide). Question 69 covers hobbies and social activities, including what your child would do with the help they need. Question 70 covers nights, which start when everyone in the house is in bed: settling, supervision because your child is unaware of danger and wandering. The booklet's examples include unlocking doors to go outside.

How often and how long

Most care questions ask how often each day your child needs encouragement, prompting or assistance, then how many minutes it takes each time. Write 0 where no help is needed. In the booklet's example, help with coat buttons going to and from school, about a minute each time, is written as 4 for how often and 1 for minutes.

Count over a few typical days with our free day and night care diary (the booklet suggests a diary and says you do not have to send it). Include the reminders, the waiting and calming down afterwards.

Bad days and changing needs

Question 42 asks whether your child's needs are the same on most days or change from day to day. If they change, explain how, for example how many bad days there are in a typical week and what is different on them. Describe the usual day first and never let a good day stand for a usual one.

Mobility: guidance outdoors and the higher rate

From age 5, the lower rate of the mobility component can be paid for a child who can walk but needs someone to guide or supervise them outdoors in places they do not know well. In law, familiar routes they manage alone are set aside (section 73(1)(d)). For a child under 16 the guidance or supervision must be substantially more than children of the same age in normal health need (section 73(4A)).

Question 49 asks whether your child can find their way around places they know, cross a road safely and understand common dangers outdoors. The booklet's examples include a child who suddenly runs across the road to see a friend. DWP's guidance contrasts a five-year-old with road sense with one who may run into traffic at a whim.

Anxiety needs care. The regulations say fear or anxiety does not meet this test unless it is a symptom of a mental disability and so severe that it stops your child getting about outdoors without someone (regulation 12(7) and (8)). So show how it comes from their condition, what sets it off and what you do.

The higher rate: a strict test

There is a separate higher rate route from age 3 for a child who is severely mentally impaired and has severe behavioural problems (section 73(3) and regulation 12(5) and (6)). Every part must apply:

• arrested or incomplete development of the brain that causes severe impairment of intelligence and social functioning;
• extreme disruptive behaviour that regularly needs someone to physically restrain them to prevent injury or damage, and is so unpredictable that someone must watch over them whenever they are awake;
• meeting the day and night conditions for the highest rate of the care component.

If that does not fit, the lower rate test is separate.

Evidence that helps

Useful evidence includes your child's EHCP or other plan (question 37 asks for a copy) and a statement at question 38 from a teacher or SENCO, which our free school statement template helps with. Reports from the paediatrician, CAMHS or a speech and language therapist help most when they describe needs, not just the diagnosis. A care diary counts too: the booklet lists diaries from carers or family members as evidence you can send.

Send copies only, with your child's full name, date of birth and National Insurance number (if they have one) on each page. If a report is on its way, say so at question 89 and send the form anyway. Our free evidence tracker helps you keep a list.

Frequently asked questions