The Hypothesised Female ASC Phenotype: Implications for Research and Practice

Article


Wood, H. and Wong, B. 2017. The Hypothesised Female ASC Phenotype: Implications for Research and Practice. Educational Psychology Research and Practice. 3 (2), p. 50–58. https://doi.org/10.15123/uel.88721
AuthorsWood, H. and Wong, B.
Abstract

There is a growing body of evidence suggesting that the behavioural manifestation of autism spectrum condition (ASC) differs between males and females, and there may be a female-specific phenotype of the condition (Lai, Lombardo, Auyeung, Chakrabarti, & Baron-Cohen, 2015). However, current conceptualisations of ASC have been developed predominately from samples of males, meaning our understanding of the condition may be male-biased (Kirkovski, Enticott, & Fitzgerald, 2013). Consequently, ASC in females may be under-diagnosed because current assessments are based on a male-specific manifestation of the condition (Mandy et al., 2012). This paper begins with a review of qualitative literature exploring the experiences of females with ASC. Building upon identified themes, quantitative research is reviewed to ascertain whether there are sex/gender differences in four areas of the hypothesised ASC female phenotype. Preliminary evidence suggests there may be sex/gender differences in ASC, but more research is needed to fully substantiate this conclusion.

JournalEducational Psychology Research and Practice
Journal citation3 (2), p. 50–58
ISSN2059-8963
Year2017
PublisherSchool of Psychology, University of East London
Publisher's version
License
File Access Level
Anyone
Digital Object Identifier (DOI)https://doi.org/10.15123/uel.88721
Publication dates
Online2017
Publication process dates
Deposited17 Sep 2020
Copyright holder© 2017 The Authors
Permalink -

https://repository.uel.ac.uk/item/88721

Download files


Publisher's version

Explore this article

Explore this article

Editorial
Thomas, M. 2017. Editorial. Educational Psychology Research and Practice. 3 (2), p. 1. https://doi.org/10.15123/uel.88717
A Preliminary Study on Using the “Little Box of Big Questions (2012)” for Children With Social, Emotional, Behavioural and Moderate Learning Needs
Robinson, N., Bunn, H. and Gersch, I. 2017. A Preliminary Study on Using the “Little Box of Big Questions (2012)” for Children With Social, Emotional, Behavioural and Moderate Learning Needs. Educational Psychology Research and Practice. 3 (2), p. 2–18. https://doi.org/10.15123/uel.88718
Increasing Children’s Working Memory Capacity: Preliminary Evaluation of a Card-Based Programme
Skelton, R. and Atkinson, C. 2017. Increasing Children’s Working Memory Capacity: Preliminary Evaluation of a Card-Based Programme. Educational Psychology Research and Practice. 3 (2), p. 19–35. https://doi.org/10.15123/uel.8871v
A Child’s Best Friend?: A Review of Canine Interventions for Children With Autism Spectrum Disorder
Leonard, M. 2017. A Child’s Best Friend?: A Review of Canine Interventions for Children With Autism Spectrum Disorder. Educational Psychology Research and Practice. 3 (2), p. 36–43. https://doi.org/10.15123/uel.8871w
Time to Talk: The Benefits of Therapeutic Conversations in Supporting Young People With Sensory/Physical and Medical Disabilities
Syeda, M. 2017. Time to Talk: The Benefits of Therapeutic Conversations in Supporting Young People With Sensory/Physical and Medical Disabilities. Educational Psychology Research and Practice. 3 (2), p. 44–49. https://doi.org/10.15123/uel.88720
Review of the Book: Frameworks for Practice in Educational Psychology (2nd Ed.), by B. Kelly, L. M. Woolfson, & J. Boyle
Berridge, L. 2017. Review of the Book: Frameworks for Practice in Educational Psychology (2nd Ed.), by B. Kelly, L. M. Woolfson, & J. Boyle. Educational Psychology Research and Practice. 3 (2), p. 59–60. https://doi.org/10.15123/uel.88722
  • 303
    total views
  • 369
    total downloads
  • 2
    views this month
  • 1
    downloads this month

Export as