Abbie has higher (or high) support needs.
Firstly, using language like "low functioning" serves to dehumanize an autistic person. It reduces the person to something that is "broken" or not as deserving of the same human decency as a non-autistic person.
Look at the way Abbie's parents treat her - they talk about her as though she isn't there, they squeal and baby talk, they parade her around like a sideshow attraction, they don't give her privacy or proper tools to communicate...
What are some words we've seen used here and on other sites about Abbie? Words that focus on the stigma of her level of "functioning?"
There's a wealth of scientific study going back decades on the use of language in dehumanization and the effects that language can have on marginalized people or groups. Using language to dehumanize never ends well for vulnerable people.
The discussion around using functioning labels is that it makes it difficult to meet the individual needs of autistic people.
Someone who is called "high functioning" is often viewed as not needing much support in, say, a school or work environment. A "high functioning" child in school is assumed to be nothing more than mildly quirky. Maybe they have a hard time making friends, or they're a little shy.
A person called "low functioning" is generally assumed to be a lump of flesh with no "normal" capabilities.
The more accurate way, and the current diagnostic method, is to focus on the individual's need for support in various environments.
To use my younger child as an example - my child has higher support needs. My child can communicate verbally. Their vocabulary is fantastic - well above grade level - and they pronounce words quite well for their age. In ten minute bursts my child might appear "high functioning" to a casual observer who doesn't know us. In reality, though, my child only speaks to get their needs met or to "lecture" at people about their special interest. They cannot hold a conversation. Their use of language beyond scripted dialogue regarding a special interest and a handful of social niceties they've elected to use is highly atypical and is largely indecipherable unless I'm there to help translate. I even have to translate to my partner. My child cannot write, cannot spell even basic kindergarten level words (writing, typing, verbally, nothing), cannot reliably toilet or dress themself, is highly sensitive to noise and smells, has periodic bouts of elopement, and a host of other areas where they need extensive support. They receive speech and occupational therapy, intervention (i.e. special ed) services, as well as play-based psychological support (largely due to medical trauma & extreme anxiety). When my child is getting the support they need, they are able to learn at grade level and with modifications (most notably, right now, a scribe - or someone to transcribe their spoken answers) can complete all grade-level schoolwork.
Fifteen years ago my child would have been labeled "low functioning" and may never have been able to reach the milestone's they're currently achieving.
On the flip side, my older child has lower support needs. I didn't even realize they were autistic until my younger was diagnosed, and our neurologist said "hey, um..."
I assumed that Older Child's idiosyncrasies were from the ADHD diagnosis. Nope, not all of them! With some support my older child does just fine. They need frank discussion about social norms and using proper manners. They are very sensitive to certain fabrics and textures. They need frequent breaks to physically stim. I have to constantly stay on top of monitoring frustration levels in non-preferred activities. They need a very clear plan/schedule for the day's activities and a walkthrough of what to expect in new situations. They have a catastrophically short attention span outside of preferred activities. They don't require speech or OT, and for right now they meet with a psychiatrist quarterly to check in and to refill ADHD meds. They're able to work well above grade level in school - I homeschool since they don't require specialist support - as long as they have access to fidgets, movement breaks, flexible class scheduling, and prompting to stay on task. Also, Vyvanse.
If you just called my older child "high functioning," one would expect them to just be a little "weird." We're all proudly weird in this house, but my child does need support to do their best in a school environment or in the community. They don't have the same needs as a typical, non-autistic student. Reducing my child to a functioning label doesn't allow for the reality that they do have support needs!
Here's an article about different ways terms like "functioning" and "support" are used:
Where the Vocabulary of Autism is Failing
Terms like “low-functioning” are short on nuance and long on stigma.
This is exactly right and clears up the confusion from another post about functioning labels. If I was high functioning I wouldn’t get access to the help I need. If we are talking about Abbie, she is just autistic too. I can’t get over how dehumanising Abbies parents are, it’s so not fair.
oinkoinkoink
