The terms “high-functioning autism” (HFA) and “Asperger’s syndrome” have often been used interchangeably, though historically they reflected subtle distinctions in diagnosis—particularly before the publication of the DSM-5 in 2013.
Asperger’s syndrome was previously a separate diagnosis on the autism spectrum. It described individuals with average to above-average cognitive abilities and no significant delays in early language development, but who experienced marked challenges with social communication, understanding nonverbal cues, and flexible thinking or behavior.
High-functioning autism generally referred to autistic individuals with average or higher intelligence who may have had noticeable language delays in early childhood. The key historical difference often centered on the presence or absence of early speech milestones.
In 2013, the DSM-5 consolidated several previous diagnoses—including Asperger’s syndrome—under the single category of Autism Spectrum Disorder (ASD). Today, clinicians describe autism in terms of support needs (Levels 1, 2, and 3) rather than using older labels like Asperger’s or HFA.
At Happy Haven ABA, we recognize that labels can only tell part of the story. Our focus remains on understanding each child’s unique strengths, challenges, and needs—creating personalized therapy plans that foster growth, skill-building, and confidence.
Frequently Asked Questions
Are Asperger’s and high-functioning autism the same?
Historically, they were considered separate diagnoses, primarily distinguished by early language development. Today, both fall under the broader diagnosis of Autism Spectrum Disorder (ASD), with support levels used to describe individual needs.
Is Asperger’s still a diagnosis?
Not in current diagnostic manuals. Since 2013, the DSM-5 has included Asperger’s under Autism Spectrum Disorder. Some people and families still use the term for identity or historical reasons, but clinically, ASD is now the standard diagnosis.
What defined Asperger’s in the past?
Asperger’s was characterized by strong cognitive abilities, no significant early language delay, and pronounced social communication challenges, often accompanied by intense, focused interests and difficulty with changes in routine.
