Understanding High Functioning Autism: A Definition

Ian C. Langtree - Writer/Editor for Disabled World (DW)
Published: 2010/12/04 - Updated: 2025/10/04
Publication Type: Informative
Category Topic: Autism Information - Academic Publications

Page Content: Synopsis - Introduction - Main - Insights, Updates

Synopsis: This information provides a practical overview of High Functioning Autism (HFA), a widely used informal term for individuals on the autism spectrum who have average or above-average intelligence (IQ greater than 70) yet experience significant challenges with communication, emotion recognition, and social interaction. The content draws from established diagnostic frameworks and clinical observations to clarify how HFA differs from—yet overlaps with—Asperger syndrome, noting that while HFA isn't formally recognized in the DSM-5 or ICD-10, it remains useful for describing people who exhibit autistic behaviors but developed language skills, unlike those with classic autism.

What makes this resource valuable is its straightforward explanation of diagnostic ambiguities that families, educators, and healthcare providers regularly encounter, particularly regarding the catch-all PDD-NOS diagnosis and the ongoing debate about whether separate terminology is necessary. For individuals with disabilities, their families, and seniors navigating these complex classifications, the article offers clarity on why diagnostic labels matter less than understanding the shared core challenges and recognizing that effective treatments and educational approaches remain largely consistent across these closely related conditions - Disabled World (DW).

Introduction

Autism is a brain disorder in which communication and interaction with others is difficult. The symptoms of autism may range from total lack of communication with others to difficulty in understanding others' feelings. Because of the range of symptoms, this condition is now called autism spectrum disorder (ASD).

Main Content

High Functioning Autism (HFA)

High-functioning autism (HFA) is an informal term often applied to people with autism who are deemed to be cognitively "higher functioning" (with an IQ of greater than 70) than other people with autism. Individuals with HFA or Asperger syndrome may exhibit deficits in areas of communication, emotion recognition and expression, and social interaction. HFA is not a recognized diagnosis in the DSM-5 or the ICD-10. The amount of overlap between HFA and Asperger syndrome is disputed, however, usually children with HFA have language delays early on like other children with autism. Children with Asperger's, though, don't show classic language delays until they have enough spoken language to assess language difficulties.

A person with high-functioning autism usually has average or above average intelligence. The differences from other forms of autism have led many psychiatrists to consider high-functioning autism as similar to or the same as Asperger's syndrome. However, the amount of overlap between HFA and Asperger syndrome is disputed. Some researchers argue that the two are distinct diagnostic entities, others argue that they are indistinguishable.

Though High functioning autism is not an official diagnostic term, it may be used as such. It tends to describe people who have many or all of the symptoms of autism but did not develop language typically.

Generally speaking, doctors prefer to group people with autistic symptoms into discrete diagnostic categories. Rett syndrome and Fragile X syndrome are relatively clearcut disorders, and thus are likely to be correctly diagnosed. Classic autism is also fairly clearcut: Children with classic autism are usually non-verbal, un-engaged, and unable to perform well on standard diagnostic tests.

Unlike people with other forms of autism, people with high-functioning autism or Asperger's syndrome want to be involved with others. They simply don't know how to go about it. They may not be able to understand others' emotions. They may not read facial expressions or body language well. As a result, they may be teased and often feel like social outcasts. The unwanted social isolation can lead to anxiety and depression.

Children with classic autism are usually non-verbal, un-engaged, and unable to perform well on standard diagnostic tests; however people with high functioning still also demonstrate clearly autistic behaviors. Examples can include, depending upon their age: use of meaningful language, reading, writing, doing mathematics, showing affection, completing daily tasks; but can't hold eye contact, maintain a conversation, engage in play, pick up on social cues, etc. What is the correct diagnosis for such a child? Is it Pervasive Developmental Not Otherwise Specified (PDD-NOS)?, Asperger syndrome? High functioning autism?

PDD-NOS is a Catch-all diagnosis

PDD-NOS, often understood to mean the same thing as "high functioning autistic," really incorporates individuals at all function levels whose symptoms don't fully correlate with classic autism. So a PDD-NOS diagnosis may provide some information to parents and teachers but cannot guide treatment.

One useful explanation of the difference between Asperger syndrome and high functioning autism comes from the National Autism Society in the UK. Here's what it says:

Both groups are likely to be of average or above average intelligence.
Both people with High-functioning autism and Asperger syndrome are affected by the triad of impairments common to all people with autism.
The debate as to whether we need two diagnostic terms is ongoing. However, there may be features such as age of onset and motor skill deficits which differentiate the two conditions
Although it is frustrating to be given a diagnosis which has yet to be clearly defined it is worth remembering that the fundamental presentation of the two conditions is largely the same. This means that treatments, therapies and educational approaches should also be largely similar. At the same time, all people with autism or Asperger syndrome are unique and have their own special skills and abilities. These deserve as much recognition as the areas they have difficulty in.

Insights, Analysis, and Developments

Editorial Note: While medical terminology continues to evolve and diagnostic boundaries remain subjects of professional debate, what emerges clearly from this examination is that labels serve primarily as tools for communication rather than definitive categories. The real-world experience of individuals with high functioning autism—their desire for connection paired with difficulty achieving it, their intellectual capabilities coexisting with social struggles—reminds us that human neurodiversity defies neat classification. Clinicians, educators, and families would do well to focus less on parsing diagnostic distinctions and more on implementing the individualized supports that help each person navigate their unique constellation of strengths and challenges within a world still learning to accommodate different ways of thinking and being - Disabled World (DW).

Author Credentials: Ian is the founder and Editor-in-Chief of Disabled World, a leading resource for news and information on disability issues. With a global perspective shaped by years of travel and lived experience, Ian is a committed proponent of the Social Model of Disability-a transformative framework developed by disabled activists in the 1970s that emphasizes dismantling societal barriers rather than focusing solely on individual impairments. His work reflects a deep commitment to disability rights, accessibility, and social inclusion. To learn more about Ian's background, expertise, and accomplishments, visit his full biography.