Sex Differences in Autism Spectrum Disorder based on DSM-5 Criteria: Evidence from Clinician and Teacher Reporting
Sex Differences in Autism Spectrum Disorder based on DSM-5 Criteria: Evidence from Clinician and Teacher Reporting
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DOI：
10.1007/s10802-014-9881-x
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发表时间：
2014-11-01
影响因子：
3.6
通讯作者：
Weber, Nathan
中科院分区：
文献类型：
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作者：
Hiller, Rachel M.;Young, Robyn L.;Weber, Nathan
在没有智力障碍的情况下，自闭症谱系障碍（ASD）在女性中的诊断率更低，诊断时间更晚。本研究采用临床医生和教师报告，探讨69名女孩和69名男孩的行为表现的性别差异，所有诊断为高功能ASD。来自DSM-IV-TR和DSM-5的证据。教师关注的性别差异也进行了探讨。虽然在DSM-IV-TR或DSM-5中提出的广泛的社会标准中没有发现性别差异，但在男孩和女孩如何达到每项标准方面存在许多差异。例如，女孩更有可能表现出整合非语言和语言行为的能力，保持相互对话，能够发起但不能保持友谊。此外，女孩表现出较少和不同的限制性兴趣。教师们还报告说，对女孩的关注远少于男孩，包括对外在行为和社交技能的关注。结果表明，患有ASD的女孩可能会呈现出与ASD的“经典”表现不同的表面“外观”，并且在学校环境中表现为受损程度较低。因此，研究结果提供了为什么这种疾病可能更难在认知能力强的女孩中发现的见解。
In the absence of intellectual impairment autism spectrum disorder (ASD) is diagnosed both less and later in females. This study used clinician and teacher report to explore sex differences in the behavioural presentation of 69 girls and 69 boys all diagnosed with high-functioning ASD. Evidence from DSM-IV-TR and DSM-5 are presented. Sex differences in teacher concerns were also explored. While no sex differences were found in the broad social criteria presented in the DSM-IV-TR or DSM-5, numerous differences were evident in how boys and girls came to meet each criterion. For example, girls were more likely to show an ability to integrate non-verbal and verbal behaviours, maintain a reciprocal conversation, and be able to initiate, but not maintain friendships. Moreover, girls presented with both less and different restricted interests. Teachers also reported substantially fewer concerns for girls than boys, including for externalising behaviours and social skills. Results suggest girls with ASD may present with a surface-level 'look' different from the 'classic' presentation of ASD, and present as less impaired when in a school setting. Consequently, results provide insight in to why the disorder may be more difficult to detect in cognitively-able girls.