Researchers at the University of Minnesota are turning the spotlight on a critical issue in autism diagnosis, pointing out how current practices are failing girls. A new study conducted by the university's experts has unveiled significant sex differences in autism symptoms, which shows that we're probably undiagnosing many females with autism spectrum disorder (ASD).
The University of Minnesota Medical School’s Dr. Casey Burrows, who also works at the Masonic Institute for the Developing Brain, led a study that looked at 18 years of data, involving over 4,000 participants. This research method particularly focused on younger siblings of children with autism, a group more likely to develop the condition themselves, thus cutting down on potential bias in the selection process. "Sex-related biases are likely baked into the current ASD identification system,” Burrows explained.
The findings, published in JAMA Network Open, highlight that girls often exhibit fewer issues with eye contact, long considered a hallmark of ASD. This has implications for how we approach diagnosis and suggests that many girls may be slipping through the cracks due to differences in presentation. Dr. Burrows and her team's work suggests that changes in diagnostic practices, including the potential for sex-specific thresholds, could lead to improved early identification for girls.
Adding to the call for updated diagnostic strategies, Jed Elison, a professor from the College of Education and Human Development and co-author of the paper, stated, "Typically developing girls and boys show differences in their language and social development. It makes sense that we should take those differences into account when studying something like autism, which is defined by social challenges and is often accompanied by language delays." The study urges a fresh look at recruitment methods and an expansion of the diagnostic criteria that may include less emphasis on eye contact issues for females, a trait Burrows found to be usually milder in girls compared to boys.
The Masonic Institute for the Developing Brain combines clinical service, research, and community outreach to support children and youth with neurobehavioral conditions. The University of Minnesota Medical School acknowledges its presence on lands traditionally occupied by Indigenous peoples and expresses its commitment to working with tribal communities. Both institutions aim to influence not just local practice but also the broader understanding and treatment of neurodevelopmental disorders from childhood through adolescence.
