Many children have learning challenges. However, no two children will experience the same learning issue in the same way. This is especially true for autism. Some children with autism may be said to have “high-functioning” autism. 

This article will discuss the differences between autism and “high-functioning” autism. It also discusses how a therapeutic school in New York can help students and their families.

What Is Autism? What is High-Functioning Autism?  

According to the American Psychiatric Association, Autism Spectrum Disorder (ASD) is “a complex developmental condition involving persistent challenges with social communication, restricted interests, and repetitive behavior.” However, people with autism can have a variety of strengths and weaknesses. Some people with ASD can speak well. Others struggle with verbal communication or are completely non-verbal. Some autistic persons have intellectual disabilities, but many do not. Because a wide range of people fall under the same diagnosis, autism is referred to as a spectrum disorder. The most recent data show that roughly 1 out of every 31 8-year-olds in the U.S. has ASD. 

Autism is an official disorder in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). “High-functioning autism,” however, is not. The APA does not include this term. Instead, high-functioning autism is a term used informally outside of the medical community. (To be medically accurate, most practitioners would refer to “high functioning” children as having Level 1 autism. 

Because autism is a spectrum disorder, no two people will experience it in the same way. However, many people with high-functioning autism share some of the following characteristics: 

• Average or above-average cognitive ability 
• Strong language skills (even if there is difficulty using that language in social settings)
• Executive functioning challenges 
• Increased anxiety in school settings
• Repeatedly missing subtle social cues (e.g., sarcasm)
• Internalizing rather than externalizing stress 

Also, because these students are intelligent, they may engage in masking, which is the practice of hiding the symptoms of their diagnosis. For example, many high-functioning autistic children experience sensory overload in a noisy, brightly lit classroom with lots of activity. However, teachers may miss these issues if students successfully hide their struggles. 

What Challenges Do “High-Functioning” ASD Students Face in School Settings?

Again, while no two students are the same, here are a few of the issues that commonly arise with ASD students who are labelled as “high functioning”:

• Executive function. School, especially in the middle and higher grades, requires students to organize their days. They also have to plan for multi-step projects. However, because high-functioning ASD children can struggle with executive functioning, they may find these tasks difficult. These struggles can lead to lost work, missed deadlines, and other issues that can affect academic performance. 

• Sensory processing issues. Schools are full of sensory issues: noisy bells and hallways, smelly cafeteria food, and bright lights can create great stress for ASD students. This stress can cause them to go “off task” and struggle to get back on track. 

• Anxiety and depression. Anxiety and depression commonly co-occur with ASD. As school becomes more demanding, anxiety and depression typically increase.  

• Bullying. Research shows that ASD students are at higher risk for bullying than their neurotypical peers. Bullying can lead to internalizing emotions, which can then lead to increased school refusal and absenteeism.

• Social communication. Because ASD students struggle with social cues, they may have difficulties during group projects and other assignments that require peer interaction. Additionally, autistic students who miss social cues may become bullying targets. 

What School Supports Can Help “High-Functioning” Autistic Students?

While every child is different, there are some supports that many high-functioning ASD students find helpful. Schools can help by:

• Teaching organization skills
• Teaching executive functioning skills
• Using occupational therapy to produce sensory diets (e.g., movement breaks before tests)
• Eliminating or controlling fluorescent flickering
• Reducing hallway noise
• Using self-talk scripts for anxiety 
• Offering “coping cards” for triggering events (e.g.,  group work)
• Reinforcing “on-task” behavior with prizes or praise
• Modeling desired emotional behavior
• Giving parents practice scripts for use at home
• Offering social skills training 
• Providing visual supports such as agendas, color-coded binders, and graphic organizers
• Helping students with creating checklists, breaking down tasks into smaller parts (“chunking”), and using planners for longer assignments 

How Can a New York Therapeutic School Help Autistic Students? 

In theory, any school, public or private, specialized or general, can help Level 1 ASD students. However, in practice, most traditional schools don’t have the staffing to provide interventions on the level that many students need. Therapeutic schools can offer more support, but this is not the only difference. Unlike traditional schools, therapeutic schools are designed to provide these supports. So, while a child may need to be taken into another room in a standard school, a therapeutic school can provide these services in the classroom. 

Here are some other differences to consider: 

• While traditional schools work hard not to disrupt academic blocks, therapeutic schools build these supports into the classroom and the school day. 

• Many general schools don’t have the training to offer executive functioning support, but staff at therapeutic schools are required to know these skills. They can help students with planners, chunking, checklists, and more. 

• Typical schools have sensory issues, but therapeutic schools are designed to minimize these issues. 

• Smaller class sizes in therapeutic schools reduce distractions. 

• Traditional schools make adjustments after marking periods or when Individual Education Plans (IEPs) are due for review, but therapeutic schools are built to respond quickly to new progress or concerns. 

• Typical schools don’t always have the staff to help Level 1 ASD children achieve social integration. By contrast, therapeutic schools can provide coaching at social times like lunch and recess, offer peer groups, and provide both scripted and unscripted social practice. 

When Should Level 1 ASD Parents Consider a Therapeutic School? 

Changing schools is never easy. It is even harder for children with ASD, as they tend to resist change. But a change may be necessary if your family has exhausted all available 504 and IEP options, but your child still isn’t thriving. If this is the case for your child, a new therapeutic school may be a good option. 

If you’re looking for a therapeutic school in New York City, please consider Academics West. Our team of teachers and professionals has designed a school that can provide your child with the support they deserve every school day. Take a look at our virtual tour to learn more. Then call 212-580-0080 or use our online tool to schedule an in-person visit.