Hull, L;
Mandy, W;
(2017)
Protective effect or missed diagnosis? Females with autism spectrum disorder.
Future Neurology
, 12
(3)
pp. 159-169.
10.2217/fnl-2017-0006.
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Abstract
Autism spectrum disorder (ASD) has historically been diagnosed more frequently in males than females. One explanation for this is the ‘female protective effect’: that there is something inherent in being female that makes girls and women less susceptible to ASD. Another possibility is that ASD is under-diagnosed in girls and women, due to the existence of a ‘female autism phenotype’, which is not well captured by current, male-biased diagnostic criteria. To evaluate the ‘female protective effect’ and ‘female autism phenotype’ hypotheses, this narrative review describes recent developments exploring the genetic underpinning and behavioral expression of ASD in females. We then look at the ways to better identify females with ASD who may be missed under the current diagnostic criteria.
| Type: | Article |
|---|---|
| Title: | Protective effect or missed diagnosis? Females with autism spectrum disorder |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.2217/fnl-2017-0006 |
| Publisher version: | https://doi.org/10.2217/fnl-2017-0006 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | autism, autism spectrum disorders, diagnosis, gender differences, genetics, person-environment fit, sex differences |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Clinical, Edu and Hlth Psychology |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1569617 |
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