Autism Spectrum Disorder (ASD) is a developmental condition that influences the way the brain processes information and engages with the world. While it is estimated that 1 in 44 children have ASD, these rates suggest that on average boys are 4 times more likely to have autism than girls. However, the diagnostic criteria for Autism were originally determined based on a predominantly male population. Current evidence shows that Autism presents very differently in the female population and therefore, the incidence of autism in females may not accurately reflect the true population.
It is well known that girls with ASD are often misdiagnosed or receive an autism diagnosis much later than males. This creates frustration for individuals and their carers and impacts their learning, social relationships, and mental well-being.
So how do girls present differently?
- Masking and mimicking – girls with ASD are typically better at ‘masking’ their difficulties in order to engage with others. This often looks like scripting in social situations and ‘mirroring’ others social behaviours. They have often learnt when to make eye contact and smile in social situations by observing others. This can lead to a breakdown in social relationships when they are in situations where they are unable to use scripting or mirroring.
- Controlling emotions – girls with ASD can sometimes suppress or mask emotions at school and out in public, however, will have big outbursts when they get home as a way of dealing with these emotions
- Interests – Girls with ASD often have special interests that are considered more ‘socially acceptable’ or ‘typical’ such as books, animals or certain toys such as barbies.
- Imaginative play – Girls with ASD may have a very strong and vivid imagination and may engage in lots of pretend play. However, they struggle to let others join in this imagination or communicate their imagination appropriately.
What does this mean for our girls?
A late diagnosis or even misdiagnosis of autism can greatly impact a child’s access to early intervention opportunities. It can also impact their access to learning support and may negatively impact their self-esteem and mental health.
How can we support our girls?
If girls have been diagnosed later, we can help repair a potentially skewed sense of self by talking to them about what autism is and how it influences the way their feel, think and interact with others.
There are some wonderful books and resources that may help to make sense of how her brain works for example the ‘I am an Aspie Girl’ Book.
Occupational Therapy will help girls to manage their social relationships and will help them to successfully participate in all environments including school and home.
Psychology may be helpful for girls with ASD to help manage their emotions, behaviours and thoughts to improve emotional well-being. Psychology will also help to address any underlying anxiety and depression that may be present.
Social skills groups are also helpful in assisting girls in practising their social interactions in a safe environment. There are several programs such as the PEERS Program, or occupational therapy-based social skills programs that will support the development of these skills.
References:
https://www.autismawareness.com.au/understanding-autism/women-girls
https://www.cdc.gov/ncbddd/autism/data.html
https://suelarkey.com.au/girls-with-asd-info/
https://childmind.org/article/autistic-girls-overlooked-undiagnosed-autism/
