Wojciech Kreft
February 19, 2026
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Asperger’s syndrome is no longer a separate diagnosis in current medical classification systems — neither in the DSM-5-TR published by the American Psychiatric Association nor in the ICD-11 issued by the World Health Organization. Today, a single diagnosis is used: Autism Spectrum Disorder (ASD), which also encompasses what was previously referred to as Asperger’s syndrome.
This change was not merely a shift in terminology. It was based on years of research demonstrating that the former subtypes of autism share a common neurodevelopmental foundation, and that the boundaries between them are not clearly defined. Today, greater emphasis is placed not on the label itself, but on the individual’s functional profile and the level of support they need.
What Was Asperger’s Syndrome?
In the DSM-IV and ICD-10 classifications, Asperger’s syndrome was recognized as a distinct diagnostic category within the group of so-called pervasive developmental disorders. The diagnosis applied to individuals who experienced persistent difficulties in social interaction, displayed restricted and repetitive patterns of behavior, and showed marked rigidity in thinking and actions.
One of the key diagnostic criteria, however, was the absence of significant delays in language development. Unlike some children diagnosed with childhood autism, children with Asperger’s syndrome typically developed speech within the expected developmental timeframe. Another important feature was the lack of significant cognitive delay — most individuals had average or above-average intelligence.
In practice, the distinction between Asperger’s syndrome and childhood autism was based primarily on preserved language and intellectual development, despite ongoing challenges in social communication and behavioral flexibility.
Why Was Asperger’s Syndrome Integrated into Autism Spectrum Disorder?
The inclusion of Asperger’s syndrome within a single category of Autism Spectrum Disorder (ASD) in the DSM-5 (2013), and later in the ICD-11, was the result of many years of research and clinical experience. In everyday diagnostic practice, it became increasingly clear that the boundaries between Asperger’s syndrome, so-called high-functioning autism, and other pervasive developmental disorders were blurred and inconsistent. Symptom profiles largely overlapped, and distinctions often depended on a clinician’s interpretation or subtle details in a developmental history rather than on clear, objective differences.
Research also pointed to a shared neurodevelopmental foundation and similar underlying mechanisms affecting social communication and behavioral patterns. As a result, experts concluded that moving away from rigid subtypes toward a single diagnosis reflecting a spectrum of diverse presentations would provide greater diagnostic accuracy and reliability.
In the DSM-5, the previous subcategories were therefore removed and replaced with a single diagnosis — Autism Spectrum Disorder (ASD). This means that instead of identifying a specific “type of autism,” clinicians now assess the individual’s level of required support in two key domains:
- social communication and social interaction,
- restricted and repetitive patterns of behavior.
In addition, the diagnostic process includes determining the level of support a person on the spectrum needs. Three levels of support are specified:
- Level 1 — Requiring support
- Level 2 — Requiring substantial support
- Level 3 — Requiring very substantial support
This framework shifts the focus from labeling subtypes to understanding the individual profile of strengths, challenges, and support needs.
Is the Term “Asperger’s Syndrome” Incorrect Today?
From a formal and diagnostic perspective — yes. In current classification systems, Asperger’s syndrome is no longer recognized as a separate condition. Medical documentation now uses exclusively the diagnosis of Autism Spectrum Disorder (ASD), supplemented by the specified level of required support (in DSM-5-TR) or by relevant diagnostic qualifiers (in ICD-11).
At the same time, the social dimension of this issue is more nuanced. Many individuals who previously received a diagnosis of Asperger’s syndrome continue to use the term as part of their identity or as a concise way of describing their functional profile. For some, the label feels less stigmatizing and more accurately reflects their lived experience.
For this reason, a balanced approach is recommended in practice. In clinical and educational contexts, the appropriate term is Autism Spectrum Disorder (ASD). When referring to diagnostic history, it is acceptable to say “formerly diagnosed with Asperger’s syndrome.” This approach aligns with current professional standards while also respecting the perspectives and experiences of individuals on the spectrum.
What Does This Mean for Parents and Teachers?
The shift from the term “Asperger’s syndrome” to Autism Spectrum Disorder (ASD) does not change a child’s actual needs. In everyday functioning — at home, in preschool, or at school — what matters most is not the wording of the diagnosis, but how the child manages social communication, behavioral flexibility, emotional regulation, and sensory processing.
In practice, the key question is: What type and level of support does this child need? The identified level of support should guide decisions about psychological and educational assistance, classroom accommodations, and therapeutic interventions.
It is also important to emphasize that a diagnosis of ASD Level 1 (requiring support) does not mean the absence of difficulties or a “mild form” of autism. While challenges may be less visible to others, they can significantly affect peer relationships, adaptation to change, emotional functioning, and the ability to cope with academic demands. Understanding this nuance helps prevent the minimization of a child’s needs and supports more accurate, responsive, and effective educational and therapeutic planning.
Modern Support in Autism Spectrum Disorder – The Role of VR Technology
A growing body of research suggests that immersive technologies, including virtual reality (VR), can serve as a valuable complement to traditional forms of support for individuals on the autism spectrum. VR does not replace therapy or the work of a qualified specialist, but it can meaningfully enhance and diversify intervention strategies.
Virtual environments allow children to practice social skills in safe, structured, and controlled conditions. A child can rehearse the same scenario multiple times — for example, starting a conversation with a peer or making a purchase in a school shop — without the pressure and unpredictability that often accompany real-life interactions. The ability to gradually increase the level of difficulty makes it possible to tailor the experience to the child’s current level of functioning and readiness. VR can also support work in other key developmental areas, such as emotional competencies, attention, and concentration.
However, in educational and therapeutic settings, the effective use of VR depends on proper professional preparation. Successful implementation requires not only familiarity with the technology itself, but above all, a deep understanding of how individuals on the autism spectrum function, as well as the ability to set clear therapeutic and educational goals. For this reason, an increasing number of psychologists, educators, and teachers choose to pursue specialized training programs — such as the VR Therapist course — which demonstrate how to integrate virtual reality safely and effectively into educational and therapeutic practice.
Summary
Asperger’s syndrome is no longer recognized as a separate diagnosis; it is now included within the broader category of Autism Spectrum Disorder (ASD). What matters most today is not the terminology, but the individual’s functional profile and the level of support required — both at home and within the educational environment.
FAQ – Frequently Asked Questions About the Differences Between Autism Spectrum Disorder (ASD) and Asperger’s Syndrome
Is Asperger’s syndrome the same as autism spectrum disorder today?
Yes. In current medical classification systems, Asperger’s syndrome is no longer a separate diagnosis. A single diagnosis — Autism Spectrum Disorder (ASD) — is now used, and it includes individuals who were previously diagnosed with Asperger’s syndrome.
What were the differences between Asperger’s syndrome and autism?
In earlier classification systems, the main distinguishing feature of Asperger’s syndrome was the absence of significant delays in language and cognitive development. However, social communication difficulties and behavioral rigidity were present in both diagnoses.
Is ASD Level 1 the same as the former Asperger’s syndrome?
In many cases, the functional profile may appear similar. However, it is not a direct one-to-one equivalent. Today, an ASD diagnosis is based on an assessment of the individual’s level of required support and specific areas of difficulty, rather than on former subtypes.
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