Scholarlink

Background <p>ASD has been more often diagnosed and researched in men than women,&#xa0;shaping diagnostic criteria which may not adequately capture the female presentation.&#xa0;Examining differences between girls and boys with ASD could enhance diagnostic accuracy and help reduce gender-related biases in research and clinical practice.&#xa0;The aim of this research was to analyze potential differences in autistic traits, intelligence, and executive functions of school-aged girls and boys diagnosed with ASD without intellectual disability.</p> Methods <p>The research sample consisted of 79 children with ASD, 20 girls and 59 boys, aged between 6 and 12 years.&#xa0;Autistic traits were measured by Autism Diagnostic Observation Schedule – Second Version and Autism Diagnostic Interview-Revised,&#xa0;intelligence by the Woodcock-Johnson International Editions II,&#xa0;and executive functions by Wisconsin Card Sorting Test and Behavior Rating Inventory of Executive Function 2.</p> Results <p>Girls scored lower in the amount of restricted, repetitive and stereotyped behaviors, but showed more severe deficits in Emotion Regulation, Cognitive Regulation and clinical scales Shift and Initiate, as measured by BRIEF-2.</p> Conclusion <p>Our results indicate girls with ASD exhibit certain differences from boys with ASD, which may be diagnostically relevant and helpful for their early detection and access to necessary resources and support. Nevertheless, extensive further research on the sex/gender differences and female ASD presentation is still needed.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Sex/gender differences in autistic traits, intelligence and executive functions of school-aged autistic children without intellectual disability

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年1月7日

查看全文
  • Katarína Polónyiová,
  • Peter Teličák,
  • Klaudia Kyselicová,
  • Dóra Dukonyová,
  • Daniela Ostatníková

摘要

Background

ASD has been more often diagnosed and researched in men than women, shaping diagnostic criteria which may not adequately capture the female presentation. Examining differences between girls and boys with ASD could enhance diagnostic accuracy and help reduce gender-related biases in research and clinical practice. The aim of this research was to analyze potential differences in autistic traits, intelligence, and executive functions of school-aged girls and boys diagnosed with ASD without intellectual disability.

Methods

The research sample consisted of 79 children with ASD, 20 girls and 59 boys, aged between 6 and 12 years. Autistic traits were measured by Autism Diagnostic Observation Schedule – Second Version and Autism Diagnostic Interview-Revised, intelligence by the Woodcock-Johnson International Editions II, and executive functions by Wisconsin Card Sorting Test and Behavior Rating Inventory of Executive Function 2.

Results

Girls scored lower in the amount of restricted, repetitive and stereotyped behaviors, but showed more severe deficits in Emotion Regulation, Cognitive Regulation and clinical scales Shift and Initiate, as measured by BRIEF-2.

Conclusion

Our results indicate girls with ASD exhibit certain differences from boys with ASD, which may be diagnostically relevant and helpful for their early detection and access to necessary resources and support. Nevertheless, extensive further research on the sex/gender differences and female ASD presentation is still needed.