Diagnosing autism in girls presents unique challenges that have led to a significant underrepresentation in clinical diagnoses. Autism spectrum disorder (ASD) is traditionally understood through a framework that reflects more pronounced characteristics commonly observed in males. This discrepancy results in a diagnostic bias, leaving many autistic girls undiagnosed or misdiagnosed, which has profound implications for their development and well-being.
One primary reason for the difficulty in diagnosing autistic girls lies in the differences in how autism manifests across genders. Autistic boys often exhibit more overt behaviors such as repetitive movements, strict adherence to routines, and intense, singular interests. In contrast, autistic girls may display subtler signs or even no signs. They often have better-developed social skills, which allow them to mimic neurotypical behavior, a phenomenon known as “masking.” This ability to blend in socially can lead to a significant underestimation of their challenges and delays in diagnosis.
Masking involves autistic girls consciously or unconsciously learning and imitating social cues to fit in, often at great personal cost. They may force themselves to maintain eye contact, engage in small talk, or mimic the interests and behaviors of their peers. While this can help them navigate social situations superficially, it can be exhausting and lead to a misunderstanding of their true social and emotional difficulties. The internalization of these struggles often results in high levels of anxiety, depression, and other mental health issues, which can obscure the underlying autism.
Moreover, the diagnostic criteria for autism are historically based on male presentations of the disorder. Early autism research and diagnostic tools were predominantly developed and tested on boys, leading to a gender bias in understanding the condition. Consequently, the symptoms that are more common in girls, such as social withdrawal, extreme shyness, or interests that are deemed socially acceptable (like animals or pop culture), may not raise the same red flags as the more stereotypical behaviors seen in boys. This disparity means that many girls fall through the cracks of a diagnostic system that does not fully capture the female experience of autism.
Another contributing factor is the socialization process, which differs significantly between boys and girls. From a young age, girls are often encouraged to develop social and communication skills more intensively than boys. They are socialized to be more empathetic, nurturing, and communicative, which can further mask the signs of autism. These societal expectations can compel autistic girls to conform to social norms at the expense of their comfort and authenticity, leading to a misalignment between their external behavior and internal experiences.
Many clinicians may not be familiar with the subtleties of how autism manifests in girls and may thus overlook or misinterpret their symptoms. This gap in professional knowledge contributes to the underdiagnosis and misdiagnosis of autistic girls, often leading to incorrect labels such as anxiety disorders, attention deficit hyperactivity disorder (ADHD), or obsessive-compulsive disorder (OCD).
At Shrub Oak International School, we are constantly working to bridge the gap between early diagnosis and intervention for both autistic girls and boys. By fostering an inclusive environment and employing a nuanced understanding of autism, we strive to ensure that all our students receive the tailored support they need to thrive.
