Autism diagnosis in girls – a new scientific article - אבחון אוטיזם בקרב בנות - מאמר מדעי חדש
- motim51
- Oct 10, 2025
- 3 min read
A new article that adds further insight into the characteristics of autistic girls and sharpens our
understanding of autism diagnosis in girls.
Autistic traits in girls often present differently than in boys and can be confusing and harder to identify.
We have reviewed the unique characteristics of high-functioning autistic girls.
The fascinating article that was published focused on autistic girls without intellectual disability, aged 7 to 15, and compared them to typically developing girls in order to better understand their patterns of communication, behavior, and adaptation.
The study included comprehensive assessments using observational questionnaires and parent reports across measures of social communication, repetitive behaviors, and daily living skills.
The assessments included the following tools:
Social Communication Questionnaire (SCQ)
A brief parent-report questionnaire designed to assist in the initial screening of social and communication symptoms associated with autism in children.
Autism Diagnostic Observation Schedule (ADOS)
A widely used standardized diagnostic tool in which trained professionals conduct structured observations and activities to identify signs of autism in communication, social interaction, and repetitive behaviors in children or adults.
Vineland Adaptive Behavior Scales
Scales used to assess adaptive functioning; a standardized measure based on semi-structured interviews that evaluates daily living skills, communication, social abilities, and essential life skills for overall functioning.
Key findings:
Autistic girls without intellectual disability showed clear social difficulties, particularly in social adaptation.
Communication and language skills (especially expressive language and writing abilities) were sometimes limited, although in some cases relative strengths were found in these areas.
Some symptoms were more evident in parent reports than in structured clinical observations; for example, repetitive behaviors and specific patterns of interests.
It was found that even when these girls have average or above-average intelligence, social challenges are still present, highlighting that IQ scores are not a guarantee of full everyday functioning.
The phenomenon known as masking or camouflaging refers to girls’ ability to hide or compensate for their symptoms using social strategies and sometimes avoidance, which may lead to underdiagnosis or delayed diagnosis.
In masking, girls may behave in ways that go against their natural tendencies due to social and environmental pressures.
An example of masking is avoiding self-regulating behaviors (such as hand flapping) in social settings in order to conform to expected social norms.
In communication, autistic girls particularly struggled with maintaining reciprocal conversations and initiating interactions with peers, despite having relative strengths in understanding and expressing certain emotions.
Insights and conclusions:
The article highlights the importance of a multi-informant approach when assessing autistic girls, combining information from parents, educational and therapeutic staff, and clinical observations, while remaining aware of gender differences in symptom presentation.
For example, relying solely on clinical observation or one-on-one sessions with an adult evaluator may fail to capture difficulties in reciprocal conversation or social initiation with peers.
At the same time, the article recommends tailoring specific therapeutic goals for autistic girls, particularly in the areas of social functioning and personal adaptation.
For example: improving social skills (in ways that align with their natural tendencies and are effective for them), developing interpersonal communication, strengthening the ability to adapt to personal and social environments, enhancing cognitive flexibility, and improving daily functioning in order to support greater independence and overall quality of life.
In summary, the study adds an important layer to our understanding of the characteristics of autistic girls and suggests adopting a gender-sensitive approach that deepens both the identification and treatment of their specific challenges.
For the full article:
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