Sex Differences and Gender Stereotypes: An Analysis of School-Age Children with High-Functioning Autism

Background:  Gender differences exist in the social relationships of typically developing children (Goodwin, 2002; Maccoby, 1999; Talbot, 2010), yet it unclear if the social behaviors of children with ASD are similar to their same gender peers, or if gender differences exist in the way that boys and girls with ASD socialize. 

Objectives:  The purpose of this study was to examine the extent to which the social behaviors of girls and boys with ASD at school can be characterized as masculine, feminine, or neutral. This study also sought to explore whether or not there are qualitative differences in the social behaviors of girls and boys with ASD.

Forty-eight school-age girls with ASD and boys with ASD were matched by age (μ = 7.93 (1.25)), grade, IQ (μ = 93.94 (13.34)), and city of residence (girls: n=24; boys: n=24). To meet criteria for this study, children with ASD had to be without intellectual disability (IQ ≥ 70; confirmed by the Stanford-Binet Fifth Edition), and educated in the general education classroom for a minimum of 80% of the school day. The diagnosis of ASD was confirmed using the Autism Diagnostic Observation Schedule (ADOS; Lord et al., 2002). Data collected from typically developing populations (n=119) were used to triangulate the gender themes and to establish social norms for masculine, feminine and neutral behaviors. 

Methods:   This sequential mixed methods analysis (QUAL quan QUAL, including typology development; Teddlie & Tashakkori, 2009) is a secondary analysis of participant observation field notes that were collected at schools during unstructured social periods (recess, lunch, and nutrition).

Results:  The descriptive statistics revealed that children with ASD endorsed masculine and feminine behaviors, yet both boys and girls with ASD experienced social challenges that interfered with their ability to fully participate in activities. Within the ASD sample, however, the social challenges varied by gender. Compared to boys with ASD, girls with ASD made more social initiations and were in closer proximity to social groups, which made them vulnerable to more rejection. In contrast, boys with ASD tended to be alone, and were more likely than girls to reject social invitations. 

Conclusions:  Because girls with ASD appeared more socially integrated than they actually were, it was more difficult to recognize their social challenges. In contrast, boys with ASD tended to be alone during recess, making their difficulties easier to detect. Modifications to social skills interventions at school are needed to better address the environmental factors that influence the social behaviors of boys and girls with ASD.