Abstract
Autism diagnosis is on the rise, yet there continues to be no specific characteristics or symptoms connected to high functioning autism in how it presents or varies in presentation in primary school aged children. A qualitative exploratory study was conducted using in depth interviews to examine characteristics and symptoms presented by primary school aged children, components of an accurate assessment, training of professionals diagnosing and assessing, and looking at why there continues to be divergent diagnosis among professionals and across settings. Themes that emerged from the data were assessment process, barriers to the assessment process, presentation of HFA, professional judgment versus data, and DSM-5. Social workers in practice can utilize findings towards a better understanding of how to serve high functioning autism individuals and families.