Girls. Vs. Boys on the Spectrum

Background: Research to-date suggests that among children meeting criteria for autism spectrum disorders (ASD), girls are less likely than boys to be diagnosed.  Some research indicates that the symptoms of autism in girls generally may be milder, perhaps because social, language and conversation skills develop earlier in girls, ultimately either ameliorating or masking the signs of autism.  In addition, evidence from epidemiological and clinical studies shows that the male to female ratio is much higher among those diagnosed with Asperger’s or high-functioning autism than it is among those diagnosed with autistic disorder.  This may additionally suggest that while girls are diagnosed with autism at a lower rate, perhaps because they present milder symptoms, those that are caught are generally more severely impaired. 

Objectives: To examine differences between girls and boys diagnosed with autism in language skill, functioning, and comorbid diagnoses.  We hypothesized that girls diagnosed with autism will present with more severe impairments, especially in language and communication skills, and will have more concurrent psychiatric and learning disorders.

Methods: The sample included 160 students enrolled in 39 Kindergarten-2^nd grade autism support classrooms in a large, urban school district.  Sample demographics closely paralleled district-wide demographics.  Subjects were administered the Autism Diagnosis Observation Schedule as a general measure of symptom severity and functional level.  Results from the Differential Abilities Scale-II—Early Childhood Core Battery, Bracken School Readiness Assessment—3^rd Edition, and Expressive and Receptive One-Word Picture Vocabulary Tests will be used to indicate levels of language skill.  Additional information about communication and functional levels will be collected using the Adaptive Behavior Assessment System-II (parent report), PDD Behavior Inventory (parent report), Child Symptom Inventory-4 (parent report), Aberrant Behavior Checklist (parent report), and Social Responsiveness Scale (parent and teacher reports). In addition, subjects’ educational and behavioral health records were reviewed for confirmation of collected data as well as information regarding comorbid diagnoses.

Results: 86% of the sample was male, which is slightly higher than the ratio found in community based studies. Analyses are ongoing. Using results of the ADOS, we will compare the severity of diagnoses between girls and boys.  Comparisons of language ability and behavioral and learning disability diagnoses will be made using the results of the assessments and surveys listed above as well as review of their behavioral health and educational records. Conclusions: Results will be used to discuss possible differences in the symptoms and needs of girls and boys diagnosed with autism in early elementary school settings.