Arkey, B., (2022). Why Many Autistic Girls Are Overlooked, Child Mind Institute, https://childmind.org/article/autistic-girls-overlooked-undiagnosed-autism/
The ratio for boys and girls being diagnosed with autism is 4:1 according to the Center for Disease Control. There are many reasons that girls often slip through the cracks. Girls who often will check all the typical boxes for autism will be considered to not need to be evaluated or diagnosed with other disorders instead. Firstly, girls will present their symptoms in many different ways. The models that we have for evaluations were created with males to evaluate. Girls are often present in a quieter manner than the male counterparts. They have a tendency to have their fixations on typical “girl” appropriate items, but much more so than what is considered normal. The brain functions for girls also will allow for less repetitive or restrictive behaviors. As girls are more social naturally, they are more likely to present smiles or brief eye contact than their male counterparts. Often, girls with autism will be misdiagnosed with depression, ADHD, anxiety, or poor self-esteem. These are often manifestations of feelings from being undiagnosed and becoming aware of their differences, especially in the middle school years, due to their social impairments. Often when the girls are finally diagnosed with autism, they are in their later elementary or middle school years and have missed the early interventions. They then become the “odd” or “quirky” girls. Another danger is that they have a tendency of being more naive and a target for bullies or sexual predators.
Cola, M., et al., (2022)., Friend Matters: Sex Differences in Social Language During Autism Diagnostic Interviews, Molecular Autism, volume 13, issue 5, https://link.springer.com/article/10.1186/s13229-021-00483-1#citeas
This article once again stresses that one of the main reasons girls are not diagnosed with autism at the same rate as their similarly presenting male counterparts. There is a lack of understanding on how girls present with their social needs and verbal development. It is found that girls use social word use much more frequently than boys who are similarly rated on the autism spectrum rating scale. This may result in less awareness of autism within the female population. As girls are more able to utilize social speech, it will not draw as much attention to the presentation of autism. This results in delays in needed interventions and social supports, thereby resulting in social rejections, sexual abuse, and mental health challenges. Girls with autism will confess to friendships being a priority in their lives, but a difficult thing to maintain due to social awkwardness. It is suggested that instead of looking at the quantity of social speech, specifically about their friends, that we look at how girls use social speech instead.
Duvekot, J., et al., (2016)., Factors Influencing the Probability of a Diagnosis of Autism Spectrum Disorder In Girls Versus Boys, National Autistic Society, volume 21, issue 6, https://journals-sagepub-com.proxy.lib.pacificu.edu/doi/full/10.1177/1362361316672178
As of the date of this article, boys were four times more likely to be diagnosed with autism than their girl counterparts. This is regardless of where they were rated on the autism rating scales. Girls can be presenting just as many factors as their male counterparts and still be not diagnosed with autism where the boy will be. This is found to be similar to ADHD diagnoses. Girls are often diagnosed later in life which suggests that they are missed during the early stages of education due to the current diagnostic tools. Much of the current research and understanding of autism has been conducted and found using male patients. Another factor is that girls have a tendency to internalize challenges whereas boys will externalize them. Girls lean to demonstrating more emotional and behavioral issues than boys. There are no differences in cognitive, sensory or autism symptoms.
Harmens, M., et al., (2021)., The Quest for Acceptance: A Blog-Based Study of Autistic Women’s Experiences and Well-Being During Autism Identification and Diagnosis, Mental Health Weekly Digest, March 22, 2021
Women with autism often have a poorer outcome when coping with their autism in comparison to their same aged male counterparts. In a study of several blogs written by women with autism, the consistent theme was of their journeys of self-acceptance and understanding, by their peers, themselves, and society. It was found that it was a challenge to get the formal diagnosis, which complicated matters.
Lai, M., et al. (2011). A Behavioral Comparison of Male and Female Adults With High Functioning Autism Spectrum Conditions, Plos One, https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0020835
The gender ratio has been evident throughout the understanding of autism. This shows to about 1.95:1 with people who have intellectual difficulties in addition to autism. However, it is unknown as to whether this is due to the lack of understanding of autism in females or actually the case within the autism community. In the study this document reviews, girls had less socio-communication challenges than their male counterparts while they had more long term sensory challenges. There were several female participants for the study who mentioned that they consciously copied the behaviors of a popular girl so that she would fit in.
Song, A., et al. (2021)., Natural Language Markers of Social Phenotype in Girls With Autism, The Journal of Child Psychology and Psychiatry, volume 62, issue 8, August 1, 2021, pages 949-960 https://web-p-ebscohost-com.proxy.lib.pacificu.edu/ehost/pdfviewer/pdfviewer?vid=0&sid=3bbef221-bb33-40f4-bff4-28bf42a967d6%40redis
This article starts with the confirmation that girls with autism are often underdiagnosed compared to boys with autism and presenting with the same markers. A lot of this is caused by the misunderstanding that girls can have autism just as much as boys, but will present the symptoms differently as well as the same ways. One of the main differences is that girls are more prone to social behaviors and language than boys. This study followed how girls and boys with autism made use of personal pronouns. It was determined that girls are more able to properly utilize personal pronouns than their male counterparts. Girls also have a tendency to be more aware of their differences than boys of the same age and presentation. Therefore, they are more likely to camouflage themselves. They are more prone to hovering around social groups and be outcasts than their male counterparts who tend to be recluses. Girls will use more social speech than boys.
Whitlock, A., et. al. (2020). Recognition of Girls on the Autism Spectrum by Primary School Educators: An Experimental Study, Autism Research Volume 13, Issue 8, pages 1358-1372, https://onlinelibrary.wiley.com/doi/full/10.1002/aur.2316
Autism is often considered to be a male disorder, which causes many people to not recognize the presentation of autism behaviors in girls. In multiple studies, the ratio of males to females identified with autism ranged from 3:1 to 7:1 with males always in the higher numbers. As autism is not a male only disorder, this leads researchers to believe that females are not adequately assessed and receive their appropriate diagnosis. Females who present with similar traits as their male counterparts will often receive their diagnosis later in life, whereas their male counterpart receives it much earlier. Girls who have autism that has been undiagnosed will have long lasting negative consequences. These can be greater social isolation and bullying, feelings of being misunderstood or not fitting in.The lack of services that result in being diagnosed results in not getting the support that they need, which can help in a positive self identity. Females with autism will have a higher drive to socialize and often will camouflage themselves in their desire to be socially accepted. Educators are often the first line of identification with children who have autism and will miss the markers in females due to not being familiar with them. However, while they cannot be expected to be experts in all autism factors, some familiarity and seeking out assistance is prudent.
Wong, A. (2023) Autism Diagnosis Rates Tripled in Less Than Two Decades. What Does That Mean For Schools?, USA Today, Feb. 2, 2023 https://www.aol.com/autism-diagnosis-rates-tripled-less-100015456.html
Autism diagnosis in 8 year olds have tripled in numbers from 2000-2016. Current data from the CDC show that 1 in 44 children are diagnosed with autism. A Rutgers study in 2021 also showed similar findings. Much credit has been given to improvements to the diagnostic tools and education. Blame has been given to environmental conditions and possible gene transference. While autism presents as a spectrum disorder focusing on social/interpersonal challenges, it is not an intellectual disorder. Diagnoses include students who are severely intellectually challenged to being highly intelligent. One of the biggest challenges in diagnosing autism in students has been the COVID-19 pandemic and limits in meeting doctors in person. Then, once screenings have been completed, then the challenge comes in follow through. Shortages of experienced teachers also have been blamed in the underdiagnosing of students. Interventions need to be completed to provide students with autism a leg up in success in their lives.
Please post a link to your annotated bibliography here.
Here is a link to my annotated bibliography:
https://docs.google.com/document/d/1fmYZDH2CllS0dvzLef9o2o8ikjz1w4dH/edit?usp=sharing&ouid=112314514296950385665&rtpof=true&sd=true
Here is my annotated bibliography. I am so sorry it has taken me so long to complete it.
I look forward to being back in class tomorrow.
https://docs.google.com/document/d/1qte-hnsutS2SvLuhTCdASJBGjj1IpJeC8714u2WkZ7A/edit?usp=sharing
TIP Annotated Bibliography: https://docs.google.com/document/d/1wJutLJNweSuqEJtz9wVQGRP5AaYUnA-sjIKIy4XhvDE/edit?usp=sharing
https://docs.google.com/document/d/1Jh8w4_Xxpynp7uayZ1-UJLTvBZqpa4Cseo6sWNe2qbI/edit
TIP Annotated Bibliography:
https://docs.google.com/document/d/10ppFivSPmYKoGI8rK3BUNpgYAB-s2reKyW8KwfJ7Lvk/edit?usp=sharing
https://docs.google.com/document/d/1itoIW_bh9Ve5Znu-3Zp4SsG8J5bZ3SoCmekKZocNgVI/edit?usp=sharing
Arkey, B., (2022). Why Many Autistic Girls Are Overlooked, Child Mind Institute, https://childmind.org/article/autistic-girls-overlooked-undiagnosed-autism/
The ratio for boys and girls being diagnosed with autism is 4:1 according to the Center for Disease Control. There are many reasons that girls often slip through the cracks. Girls who often will check all the typical boxes for autism will be considered to not need to be evaluated or diagnosed with other disorders instead. Firstly, girls will present their symptoms in many different ways. The models that we have for evaluations were created with males to evaluate. Girls are often present in a quieter manner than the male counterparts. They have a tendency to have their fixations on typical “girl” appropriate items, but much more so than what is considered normal. The brain functions for girls also will allow for less repetitive or restrictive behaviors. As girls are more social naturally, they are more likely to present smiles or brief eye contact than their male counterparts. Often, girls with autism will be misdiagnosed with depression, ADHD, anxiety, or poor self-esteem. These are often manifestations of feelings from being undiagnosed and becoming aware of their differences, especially in the middle school years, due to their social impairments. Often when the girls are finally diagnosed with autism, they are in their later elementary or middle school years and have missed the early interventions. They then become the “odd” or “quirky” girls. Another danger is that they have a tendency of being more naive and a target for bullies or sexual predators.
Cola, M., et al., (2022)., Friend Matters: Sex Differences in Social Language During Autism Diagnostic Interviews, Molecular Autism, volume 13, issue 5, https://link.springer.com/article/10.1186/s13229-021-00483-1#citeas
This article once again stresses that one of the main reasons girls are not diagnosed with autism at the same rate as their similarly presenting male counterparts. There is a lack of understanding on how girls present with their social needs and verbal development. It is found that girls use social word use much more frequently than boys who are similarly rated on the autism spectrum rating scale. This may result in less awareness of autism within the female population. As girls are more able to utilize social speech, it will not draw as much attention to the presentation of autism. This results in delays in needed interventions and social supports, thereby resulting in social rejections, sexual abuse, and mental health challenges. Girls with autism will confess to friendships being a priority in their lives, but a difficult thing to maintain due to social awkwardness. It is suggested that instead of looking at the quantity of social speech, specifically about their friends, that we look at how girls use social speech instead.
Duvekot, J., et al., (2016)., Factors Influencing the Probability of a Diagnosis of Autism Spectrum Disorder In Girls Versus Boys, National Autistic Society, volume 21, issue 6, https://journals-sagepub-com.proxy.lib.pacificu.edu/doi/full/10.1177/1362361316672178
As of the date of this article, boys were four times more likely to be diagnosed with autism than their girl counterparts. This is regardless of where they were rated on the autism rating scales. Girls can be presenting just as many factors as their male counterparts and still be not diagnosed with autism where the boy will be. This is found to be similar to ADHD diagnoses. Girls are often diagnosed later in life which suggests that they are missed during the early stages of education due to the current diagnostic tools. Much of the current research and understanding of autism has been conducted and found using male patients. Another factor is that girls have a tendency to internalize challenges whereas boys will externalize them. Girls lean to demonstrating more emotional and behavioral issues than boys. There are no differences in cognitive, sensory or autism symptoms.
Harmens, M., et al., (2021)., The Quest for Acceptance: A Blog-Based Study of Autistic Women’s Experiences and Well-Being During Autism Identification and Diagnosis, Mental Health Weekly Digest, March 22, 2021
Women with autism often have a poorer outcome when coping with their autism in comparison to their same aged male counterparts. In a study of several blogs written by women with autism, the consistent theme was of their journeys of self-acceptance and understanding, by their peers, themselves, and society. It was found that it was a challenge to get the formal diagnosis, which complicated matters.
Lai, M., et al. (2011). A Behavioral Comparison of Male and Female Adults With High Functioning Autism Spectrum Conditions, Plos One, https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0020835
The gender ratio has been evident throughout the understanding of autism. This shows to about 1.95:1 with people who have intellectual difficulties in addition to autism. However, it is unknown as to whether this is due to the lack of understanding of autism in females or actually the case within the autism community. In the study this document reviews, girls had less socio-communication challenges than their male counterparts while they had more long term sensory challenges. There were several female participants for the study who mentioned that they consciously copied the behaviors of a popular girl so that she would fit in.
Song, A., et al. (2021)., Natural Language Markers of Social Phenotype in Girls With Autism, The Journal of Child Psychology and Psychiatry, volume 62, issue 8, August 1, 2021, pages 949-960 https://web-p-ebscohost-com.proxy.lib.pacificu.edu/ehost/pdfviewer/pdfviewer?vid=0&sid=3bbef221-bb33-40f4-bff4-28bf42a967d6%40redis
This article starts with the confirmation that girls with autism are often underdiagnosed compared to boys with autism and presenting with the same markers. A lot of this is caused by the misunderstanding that girls can have autism just as much as boys, but will present the symptoms differently as well as the same ways. One of the main differences is that girls are more prone to social behaviors and language than boys. This study followed how girls and boys with autism made use of personal pronouns. It was determined that girls are more able to properly utilize personal pronouns than their male counterparts. Girls also have a tendency to be more aware of their differences than boys of the same age and presentation. Therefore, they are more likely to camouflage themselves. They are more prone to hovering around social groups and be outcasts than their male counterparts who tend to be recluses. Girls will use more social speech than boys.
Whitlock, A., et. al. (2020). Recognition of Girls on the Autism Spectrum by Primary School Educators: An Experimental Study, Autism Research Volume 13, Issue 8, pages 1358-1372, https://onlinelibrary.wiley.com/doi/full/10.1002/aur.2316
Autism is often considered to be a male disorder, which causes many people to not recognize the presentation of autism behaviors in girls. In multiple studies, the ratio of males to females identified with autism ranged from 3:1 to 7:1 with males always in the higher numbers. As autism is not a male only disorder, this leads researchers to believe that females are not adequately assessed and receive their appropriate diagnosis. Females who present with similar traits as their male counterparts will often receive their diagnosis later in life, whereas their male counterpart receives it much earlier. Girls who have autism that has been undiagnosed will have long lasting negative consequences. These can be greater social isolation and bullying, feelings of being misunderstood or not fitting in.The lack of services that result in being diagnosed results in not getting the support that they need, which can help in a positive self identity. Females with autism will have a higher drive to socialize and often will camouflage themselves in their desire to be socially accepted. Educators are often the first line of identification with children who have autism and will miss the markers in females due to not being familiar with them. However, while they cannot be expected to be experts in all autism factors, some familiarity and seeking out assistance is prudent.
Wong, A. (2023) Autism Diagnosis Rates Tripled in Less Than Two Decades. What Does That Mean For Schools?, USA Today, Feb. 2, 2023 https://www.aol.com/autism-diagnosis-rates-tripled-less-100015456.html
Autism diagnosis in 8 year olds have tripled in numbers from 2000-2016. Current data from the CDC show that 1 in 44 children are diagnosed with autism. A Rutgers study in 2021 also showed similar findings. Much credit has been given to improvements to the diagnostic tools and education. Blame has been given to environmental conditions and possible gene transference. While autism presents as a spectrum disorder focusing on social/interpersonal challenges, it is not an intellectual disorder. Diagnoses include students who are severely intellectually challenged to being highly intelligent. One of the biggest challenges in diagnosing autism in students has been the COVID-19 pandemic and limits in meeting doctors in person. Then, once screenings have been completed, then the challenge comes in follow through. Shortages of experienced teachers also have been blamed in the underdiagnosing of students. Interventions need to be completed to provide students with autism a leg up in success in their lives.
https://docs.google.com/document/d/1KOzIGd4ZylEt1xOK0LDujllMyZPbiX5rjDHkCR1itvg/edit?usp=sharing
Here is a link to my annotated bibliography
Here is the link to my annotated bibliography:
https://docs.google.com/document/d/1OZqleQ2yhh6vTiH_69NM1kjO499-YrxPO74UOQqFA0Y/edit?usp=sharing
TIP Annotated Bibliography:
https://docs.google.com/document/d/1pXmanp1KTrIXqlDJJqs4T8YtFh54fxKaXR4M5ELx6Cs/edit?usp=sharing
TIP Annotated Bibliography:
https://docs.google.com/document/d/1hrtqDUOgIQNhjlXOI9RkwedOnTa_2DhOwaAJO1DqckY/edit?usp=sharing