www.inclusivechildcare.org || Concordia University, College of Education
Cindy Croft, Director || croft@csp.edu || 651.603.6265
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CICC E-News, Issue #4. March-April 2008
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Girls and the World of Autism
Have you ever wondered why when we talk about autism we most often think of boys?
The answer is simple and yet complex. The simple answer is that most research into autism has involved boys because there appear to be more boys with autism. The more complex answer is that many experts believe that girls with autism have been underdiagnosed and this has made it difficult to gather a sample of girls with autism large enough to conduct studies from which researchers can draw valid conclusions.
Why are girls with autism underdiagnosed?
Some experts in the field of autism believe that characteristics of autism may look different in girls. Another speculation is that the communication and social challenges related to autism may not be as evident in girls and in some cases may go unnoticed during the preschool years.
In the research that has been done that has included girls and boys with autism, it was found that boys are three or four times more likely to have classic autism. Classic autism is defined as autism with cognitive impairment. There is much less known about the differences of girls and boys who have autism with average to above average intelligence accompanied by restricted interests, communication and social challenges. This type of autism is often referred to as high-functioning autism or Asperger’s Disorder. The referral rate for diagnostic evaluation of this disorder on the autism spectrum is in the range of 10 boys to 1 girl.
continued on next pagewww.inclusivechildcare.org || Concordia University, College of Education
Cindy Croft, Director || croft@csp.edu || 651.603.6265
Why would autism look different in girls?
At this time, no one really knows. Some researchers believe it is due to experience and biology. Brenda Myles, a lead researcher specializing in girls with autism, says that girls can be more difficult to diagnose. She suggests that girls are overtly taught social skills beginning at an early age. We expect girls to behave in more socially acceptable ways than boys. “They are told to share, be nice, and not get angry.” Some clinicians who work with children with high-functioning autism have reported that they often encounter girls with autism who have a significant desire to please others, especially their peers. They often excel at imitating and modeling the behaviors of their peers. Myles believes that early social learning and the desire to please others may explain why their difficulties with communication and social interactions are not as evident. In essence, the characteristics of autism in girls may be “masked” and go unnoticed in part because of their early experiences.
In addition, there are researchers that believe females are biologically “wired” to be more social and empathetic, with innately stronger skills in communication and social competence. Simon Baron-Cohen, a psychologist and co-director of the Autism Research Center at Cambridge University, and one of his graduate students, Jennifer Connellan, have suggested that superiority in social abilities in females is in part biological in origin. David Skuse, a professor of psychiatry at the Institute of Child Health at the University College of London, has done extensive analysis of 1,000 children with 700 of these children being on the autism spectrum. He proposes that females have a general aptitude for communication and social competence that helps them compensate for their differences. In his study of data, Skuse has also noted that girls with autism are usually not as fascinated with numbers and not as likely to be totally immersed and knowledgeable in a specific area as boys with autism. Instead they are found to excel in the areas of reading and writing. Boys with autism often become obsessed with a certain sport or video game, while girls tend to become obsessed with things such as books.
continued on next pagewww.inclusivechildcare.org || Concordia University, College of Education
Cindy Croft, Director || croft@csp.edu || 651.603.6265
How do girls with autism appear different?
Girls with autism display many of the same symptoms as boys with autism. Symptoms of Asperger’s Disorder include difficulty in initiating and maintaining conversation, recognizing and responding to social cues, understanding humor and sarcasm, and being flexible to change. It appears that girls may be able to control and hide some of the symptoms. One difference is that when boys with autism have a major meltdown it is often more physically aggressive while meltdowns of girls tend to be more verbal. A verbal meltdown seems milder and is often easier to explain. When a girl has a meltdown she is sometimes described as being a “Drama Queen.” Girls may also not be noticed until a later age because in the earlier years they are usually less disruptive.
Young girls with autism often have difficulty engaging properly in play. They tend to be inflexible and very rigid. Everyone must play their way, like it or not. They are perceived as bossy and controlling. It is hard for them to play and work in groups. Turn-taking and cooperative play is challenging. These behaviors often discourage other children from wanting to play with them. This can result in a “Catch 22”; they have a deep desire to fit in, but their challenges with communication and social interactions make this extremely difficult. This becomes even more evident as girls grow older. One researcher did a study on 21 girls and 21 boys. During parent interviews it was found that between the ages of 3 and 5 years, parents described their daughters as imitating their peers and seeking out social contacts. Parents were interviewed again when their children were 10 years old and by this time none of the girls had reciprocal friendships, while some of the boys did. Girls with Asperger’s Disorder often desire to have friends and to “fit in” with their peers. They are also often aware that they are different. This knowledge of being different, yet being challenged in communication and social skills can lead to anxiety and depression.
continued on next pagewww.inclusivechildcare.org || Concordia University, College of Education
Cindy Croft, Director || croft@csp.edu || 651.603.6265
What does this mean for early childhood education and care professionals?
In one to one, brief conversations, many girls with autism are able to greet others and respond to a couple of questions. It is when you go beyond an initial conversation that it becomes evident that there are gaps in social understanding. Girls with Asperger’s Disorder often have superb language skills and are highly motivated. Yet it is difficult for them to pick up on subtle social cues. Pat Pulice, licensed psychologist and director of the autism program at Fraser Child & Family Center, reiterates the idea that “girls learn to compensate for and camouflage their behavior.” It is when structured play experiences are new that it becomes more evident that they rarely use their own words or create original actions. They can be observed to rely on imitation and modeling of their peers to participate in this novel play experience.
The significance of this information is that we use it as a reminder of importance of observation and documentation. It is essential that we continue to consider each developmental domain and behavior in our observations. Just as the researchers studying girls and autism, it is necessary that we also observe the play of young children, including the quality, spontaneity, and subtleties of play and interactions with others.
Resources
- Bazelon, Emily, What Autistic Girls Are Make Of, The New York Times, August 5, 2007
- Bender, Eve, Boys, Girls Differ in Autistic Trait Expression, Psychiatric News, July 2003, Volume 38 Number 13, © 2003 American Psychiatric Foundation
- Donovan, John, “Underdiagnosed” Girls with Autism Struggle to Fit In, January 23, 2008, ABC News, © 2008 ABC News Internet Ventures
- Early Childhood Report, 2008 LRP Publications, Volume 19, Issue 3
- Kunzig, Robert, Autism: What’s Sex Got to do With It?, Psychology Today, January/February 2004, Last reviewed April 11, 2007, Article ID: 3207