Understanding Asperger’s Syndrome and High-Functioning Autism

The terms Asperger’s Syndrome and high-functioning autism have often been used interchangeably, but they have undergone significant changes in diagnostic criteria. This article aims to clarify the differences between these terms and provide a comprehensive understanding of the terminology evolution in the field of neurodevelopmental disorders.

The Evolution of Diagnoses

As of May 2022, Asperger’s Syndrome was officially declassified from the World Health Organization's (WHO) ICD-11, marking the end of its recognition as a distinct diagnosis. The American Psychiatric Association (APA) followed in 2013 when it updated the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), deeming Asperger’s Syndrome as a form of Autism Spectrum Disorder (ASD) (American Psychiatric Association, 2013).

This evolution reflects a broader understanding that autism is a spectrum disorder, encompassing various manifestations of the condition. The spectrum model allows for a range of severity, from high-functioning individuals to those requiring significant support (Docking Pickup, 2017).

Historical Context

Asperger’s Syndrome, named after the Austrian pediatrician Hans Asperger, was first described in the 1940s. Dr. Asperger observed that some children who seemed to have an advanced level of intelligence and communication skills still exhibited repetitive behaviors and social difficulties (Asperger, 1944). This condition was later labeled as "high-functioning autism" due to the apparent lack of intellectual disability, distinguishing it from other autism diagnoses that often involved cognitive impairments (American Psychiatric Association, 2013).

Current Terminology: ASD and High-Functioning Autism

With the declassification of Asperger’s Syndrome, the term Autism Spectrum Disorder (ASD) has become the standard. ASD encompasses a wide range of conditions that include Asperger’s Syndrome, autism, and related disorders (American Psychiatric Association, 2013). This term is more inclusive and reflects the current scientific understanding that autism is a highly variable condition (Burgess et al., 2017).

High-functioning autism, on the other hand, is a term often used to describe individuals with ASD who have average or above-average intellectual abilities and language skills. These individuals may excel in certain areas such as mathematics, science, or the arts but may still struggle with social interactions and communication (Burgess et al., 2017).

Identifying the Differences for Laymen

For non-medical professionals, distinguishing Asperger’s Syndrome from high-functioning autism can be challenging. These terms are now more accurately described using the term ASD, with the additional descriptor of "high-functioning" to indicate the level of intellectual and communicative abilities. However, some individuals and organizations continue to use the term Asperger’s Syndrome, often interchangeably with high-functioning autism (Birmingham, 2010).

Key differences that may be observed include:

Social Interactions: Individuals with ASD may struggle with social communication and interaction, which can manifest differently depending on the severity of their condition. Those with high-functioning ASD might have better social skills but may still have difficulty in social settings. Repetitive Behaviors: While all individuals with ASD exhibit some form of repetitive behaviors, those recognized as high-functioning may have more subtle or less disruptive behaviors. Cognitive Abilities: High-functioning individuals may have average or above-average intelligence, which sets them apart from individuals with more severe intellectual disabilities.

Conclusion

The terminology has evolved significantly since the early days of Asperger’s Syndrome, reflecting a deeper understanding of autism as a spectrum disorder. For laymen, the key takeaway is that the term ASD now encompasses a wide range of conditions, including the previous classifications of Asperger’s Syndrome and high-functioning autism. The most important thing is to recognize the individual’s unique needs and support, regardless of the specific terminology used.

References:

American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.).

Birmingham, N. (2010). Asperger syndrome: A review of neurodevelopmental features, diagnosis and management. Seminars in Child and Adolescent Psychiatry, 19(2), 97-103.

British Psychological Society. (2021). Understanding Autism. Retrieved from

Burgess, A., Pattie, E., Unwin, B. (2017). Autism spectrum disorder in the DSM-5: A comparative review of the literature. Journal of Policy and Practice in Intellectual Disabilities, 14(3), 217-224.

Asperger, H. (1944). Die “Autistischen Psychopathen” im Kindesalter. Archives für Psychiatrie und Nervenkrankheiten, 117, 76-136.

Docking, S. J., Pickup, L. (2017). Autism spectrum disorder in the general adult population: A review. Journal of Affective Disorders, 209, 175-182.