Why is autism spectrum disorder often missed in young girls?

Written in association with: Professor Debora Elijah
Published: | Updated: 07/08/2023
Edited by: Sophie Kennedy

 

Autism spectrum disorder is often falsely believed only to affect males. In this article, leading cognitive neuropsychologist Dr Debora Elijah offers expert insight into how the disorder can also affect girls and explains why their diagnosis is often missed. She also outlines the benefits that consulting a specialist can bring for young people with an autism spectrum disorder diagnosis.

 

 

 

 

 

What characteristics do people with autism spectrum disorder typically have? Does this differ between girls and boys?

 

Girls tend to be diagnosed later in life compared to boys. Girls are usually underdiagnosed, as parents, teachers and doctors tend to think that autism spectrum disorder, or ASD, is more prevalent in boys.

 

Autism may also look different in girls. They may have, for example, fewer restricted interests and repetitive behaviours.

 

Characteristics typically associated with a person with ASD are:

  • Not responding when called by name
  • Avoiding eye contact
  • Not returning a smile
  • Getting very upset by certain tastes, smells, or sounds that they dislike
  • Repetitive movements (such as flapping hands, flicking their fingers or rocking their body)
  • Not talking as much as other children

 

 

What can autism spectrum disorder be mistaken for?

 

Autism spectrum disorder can be mistaken for schizophreniasocial anxietyanorexiadepression and OCD.

 

 

Is autism spectrum disorder genetic?

 

ASD can be genetic. Girls with autism tend to have more mutations than boys with the condition. Boys with autism seem to inherit their mutations from unaffected mothers more often than from unaffected fathers.

 

 

Are there any factors that make ASD diagnosis in girls more complex?

 

Diagnosis in girls are more complex as they usually “mask”. The cost of missed diagnosis in people we call mildly autistic usually comes in the form of adolescent social problems or becoming hyperfocused on a topic and not participating in school to their full potential or ability.

 

In my own practice at the Elijah Centre, we have seen girls with depression, anxiety and body dysmorphia due to not having been diagnosed earlier with ASD.

 

 

What benefits can consulting a specialist have for people with ASD?

 

PROSCIG intervention, an approach I created, tailors a programme according to the needs of the child, especially in females who haven’t previously received their diagnosis. Intervention helps the child to reduce social anxiety and to have a more meaningful life and relationships.

 

The PROSCIG programme gives the children tools to cope with daily life, such as preventing bullying and supporting them with mental health challenges. With children at the Elijah Centre, we see that intervention increases their self-esteem and gives them the confidence to deal with different challenges by working not just with the child, but also their parents and school.

 

 

 

If you think your child would benefit from a consultation with Dr Debora Elijah, you can make a booking by visiting her Top Doctor’s profile.

By Professor Debora Elijah
Psychology

Professor Debora Elijah is a highly esteemed cognitive neuropsychologist, practising privately at the Elijah Social Cognitive Skills Centre in North London. Professor Elijah attends to a range of age groups from 20 months old to young adults, specialising in building social communication skills, ASD, ADHD, self-regulation and anxiety. She is renowned for her holistic approach, treating everyone as an individual, offering treatment that is tailored specifically to that individual.

Professor Elijah graduated with a degree in neuropsychology from University Louvain La Nueve before studying and completing her PhD in Clinical Cognitive Psychology, Social Psychology and Educational Psychology at Fernando Pessoa University. She was trained by Theo Peeters, a Belgian neurolinguist at the Centre for Training in Autism in Antwerp, Belgium. In Antwerp, she was the Joint Director of Tikvatenu, a centre for social communication skills. She also spent time in Brazil conducting research into structured and non-structured environments for autistic children and children with communication disorders, which was supported by the Brazilian Government. At the same time, she was a founder of CIAPEMA, a centre of research and intervention for young high functioning children with autism and related communication disorders.
She was also a lead researcher in the Process Cognitive Psychology group at the Pontifical Catholic University in Rio Grande do Sul.

Professor Elijah returned to the UK in 2000 and has since worked in her own private practice and for two different charities. She developed a programme called PROSCIG©​, an intervention programme dealing with social perception, self-regulation and social problem-solving. She also works at Harley Street Family Centre as a cognitive neuropsychologist and HCPC registered educational consultant. 

Her work has been globally recognised and she has appeared in numerous news articles. Her book The Social Cognitive Mind in Promoting Psychosocial Competences in the Peer Group was published in Portugal in 2014. Professor Elijah also received special mention in the book Autism: How To Raise A Happy Autistic Child by award-winning The Times journalist Jessie Hewitson.

Professor Elijah was appointed as Professor in 2020 of Autism Spectrum and Alternative Communication, as well as being a social sciences coordinator, delivering lectures in Autism Spectrum Disorder and Increased Alternative Communication Module at the Fernando Pessoa University.

The graduatecourse at The Fernando Pessoa University enables trainees to deepen and practice specific knowledge, allowing the development of competencies that favour effective and quality care to this population and their families, according to the international guidelines of evidence-based practice.

Registration number: PYL32792

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