Gender differences in ASD; communication and language skills
Research type
Research Study
Full title
Language and discourse skills in school-age females with high functioning Autism Spectrum Disorder (ASD): comparative and longitudinal measurement of linguistic proficiency and communicator experience.
IRAS ID
181634
Contact name
Alexandra Sturrock
Contact email
Sponsor organisation
University of Manchester
Duration of Study in the UK
4 years, 11 months, 30 days
Research summary
There is a growing awareness that females who meet criteria for Autism Spectrum Disorder (ASD) will go undiagnosed or be mis-diagnosed with mental health conditions. Reports by clinicians and affected individuals suggest that females with ASD (FwASD) present with different symptoms to male peers (MwASD). This may underlie their relatively low rate of diagnosis; currently thought to be one female for every four males diagnosed, with lower representation when IQ is over 70. One theory frequently postulated is that FwASD have better language and communication skills than MwASD, which mask their other difficulties. However, this theory has never been tested through detailed language assessment. Although quantitative research in female presentation of ASD has increased over recent years, there is still a relative paucity. Most studies that exist have recruited participants from a group with early childhood diagnosis of ASD and compared results collected using diagnostic tools. This methodology perpetuates two problems. Firstly, recruiting from a group with early diagnosis excludes those females who have gone undiagnosed due to differences in their presentation. Secondly, using diagnostic tools to both select and analyse individuals mean that variation between males and females will be limited.
This study will specifically focus on the skills of females from this emerging ASD population by targeting those with a higher IQ (≥70) and assessing children aged 9-10 so that it can include those with a later age of diagnosis. Detailed language and discourse profiles will be achieved using a battery of specific assessments. This will identify communication differences between males and females with ASD. Comparison with typically developing peers (TD) across middle-childhood and into early adolescence will provide insight in to the communication strengths and weaknesses for FwASD relative to their own peer group.REC name
South West - Central Bristol Research Ethics Committee
REC reference
15/SW/0330
Date of REC Opinion
11 Nov 2015
REC opinion
Favourable Opinion