As autistic girls can present differently to their male counterparts, it is not as easy to spot the signs of autism in girls. For girls/young women, these challenges may go unnoticed in school but could display as anxious, distressed, or unsettled behaviour at home. Due to possible differences in presentation across contexts (home and school), it is important to work closely with the team around the child to gain a holistic assessment picture. 

Possible indicators of Autism in girls include:

Social communication and social interaction

• The role girls take or how they appear socially may be based on intellect rather than innate social understanding.  They may show passive, controlling or avoidant behaviour to get what they want, rather than show externalising behaviours.
• Girls may be better at using social cues e.g. through mimicking peers as a result of their observation skills
• Girls may be more aware of and more motivated by social interaction but could be more likely to have a history of failure in achieving and maintaining friendships. They may have one special friend.
• Girls may show social play, but this can often be led by peers.  They may gravitate towards older girls for friendships for protection OR to younger friendships so they can dominate and control play.
• Girls may retain good facial recognition of emotions but have poorer ability to detect emotion from more subtle cues such as movement and posture.
• Girls may not to be diagnosed as having a language delay due to them using new words as they acquire
• Girls may more frequently engage in echolalia than boys and at a young age this may be mistaken as more advanced communication skills.
• Conversations may have an absence of social chit chat and may seem superficial in nature.

Patterns of behaviour, interests and activities

• Girls may collect information on people, rather than things.
• Girls may have similar interests to their female peers, but the focus and intensity may be greater.
• Girls may be more likely to have a rich and elaborate fantasy world and imaginary friends, which they may not share with peers. They may have difficulty separating reality from fantasy.
• Girls may use scripts that they have learnt which may mask a lack of understanding.

If there are concerns that a female pupil you support may be autistic and considering a referral to the Neurodevelopmental Pathway, here are some tools that can support you to gather assessment information: 

• Link to Neurodiversity tile on the Intranet – Neurodevelopmental Conditions and Learning Differences 
• Dimensions tool (Helps to gather balanced assessment picture of home  https://dimensions.covwarkpt.nhs.uk/PublicLanding.aspx
• Teacher trawl documents subject trawl for secondary AAP

While we may explore the need for an autism assessment, it is equally important to identify the individual needs of the child and provide support to help them cope better in school. Please speak with your link Educational Psychologist if you require further support with this – (discuss with ASD network)