Gender in ASD and ADHD
One in 1.7% children have autism spectrum disorder (ASD) and 2.2% of all children worldwide have attention deficit hyperactivity disorder (ADHD). Further statistics show that the ratio for boys diagnosed with ASD to girls is 4:2, while the gender ratio for ADHD is 4:1 of boys to girls.
Neither ASD nor ADHD are known to be gender-linked disabilities. So why is there such a significant gender disparity?
The gender disparity in ASD and ADHD is the result of a lack of understanding of how these disabilities affect girls specifically. The first studies of ASD and ADHD respectively were conducted primarily with male children. Hans Asberger, for whom Asbergers syndrome is named after, at first believed that females were unable to experience ASD, a stance he later changed following further scientific investigation. Nevertheless, because of these early studies, the behaviours attributed to ASD and ADHD are those observed from a male demographic.
But what exactly are ASD and ADHD? Autisim spectrum disorder is mental disorder that affects behaviour, communication and how a person perceives the world in a range of different ways. On the other hand, ADHD is a mental disorder that is typically characterized by inattentive or hyperactive tendencies that have an impact on a person’s performance or functioning. As ASD and ADHD are both mental disorders, it is difficult to compile a list of definite symptoms or effects for either. Children with ASD and ADHD all experience their disability differently.
One of SDC’s founding principles are that not all disabilities are visible in the same way. This applies to ASD and ADHD in girls.
The symptoms of ASD are generally the same between girls and boys, yet they often tend to be overlooked in girls. Psychologists and medical professionals suggest that this may be attributed to the stereotype that girls have a calmer disposition than boys. The first signs of ASD are linked to delayed speech development, difficulties in communication, and joining in during peer interactions. Caregivers may take these symptoms to indicate that a girl is shy, rather than as signs of a possible disability. Girls are also less prone to displaying certain behaviours linked to autism than boys, such as repetitive actions and speech patterns, as well as poor impulse control.
More recent studies have shown that many girls with ASD tend to mask autistic behaviours in order to gain social acceptance. Girls with autism are able to mimic what they view as acceptable behaviours. As a result, they may appear to be better at forming social connections than boys. Masking symptoms may account for many missed diagnoses as difficulty with social interaction is viewed as a hallmark of ASD. Prevalent gender perceptions play a significant role in the skewed ratio of girls to boys with
ADHD is a much more commonly diagnosed disorder than ASD, yet it is estimated that 50-70 percent of girls with ADHD go undiagnosed. Girls typically display ADHD differently from boys. Girls tend to display less of the “hyperactivity” associated with ADHD, and more inattentive tendencies. Other symptoms include talkativeness and heightened emotional sensitivity.
Girls with ADHD may miss being diagnosed on account of being “high-functioning”. They are often capable of maintaining high grades and focusing intently on a task. This is because ADHD is not necessarily an inability to pay attention -- it is the difficulty allocating a proportionate amount of attention to a task. People with ADHD may hyperfocus or hyperfixate on a certain task, losing track of time, therefore ignoring other important tasks, and forgetting to pay enough attention to their own needs. Although hyperfixation is not specific to girls with ADHD, it can lead to the impression that a child does not have ADHD when accompanied by a lack of hyperactive behaviours.
The gender disparity in ASD and ADHD is troubling not only because it is not reflective of the number of children affected, but also because of its consequences. A lack of diagnosis can lead to feelings of depression, anxiety and general social stress. A lack of diagnosis can further prevent them from getting the support they need to thrive. Children who do not have the tools to deal with their disabilities will likely experience difficulties in social, school, and work contexts.
SDC recognizes that in order to empower children with disabilities, we must first recognize their disabilities. Girls with ASD and ADHD are empowered when their unique struggles are made visible and they are given the appropriate tools to their disabilities. This may involve specialized forms of education, therapy, individualized education plan, and many more as the methods used to support ASD and ADHD vary from person to person.
Ultimately, the best way to support girls with ASD and ADHD is to create an environment where they are understood, recognized, and respected. This is the world that SDC is striving to create.
Enroll your child in our upcoming music therapy programs, Building Bridges with Music and Melodies in Nature. These programs not only provide support in self-expression through art forms, but they provide your child with a fun and accepting environment. Information for these programs can be found at sdcprograms.org or on our Facebook @SDCFdn and Instagram @sdcfdn!
Register today by emailing programs@socialdiversity.org!
Resources:
Adams, Caralee. Girls and ADHD: Are You Missing the Signs?. Scholastic. 557 Broadway, New York, NY 10012. Tel: 800-724-6527; Tel: 866-436-2455; Web Site: Http://Teacher.scholastic.com/Products/Instructor/Subscribe.asp, 2006, eric.ed.gov/?id=EJ792934.
Sissons, Claire. “What to Know about Autism in Girls.” Medical News Today, MediLexicon International, 2019, www.medicalnewstoday.com/articles/325574#:~:text=Symptoms%20of%20autism%20in%20girls,to%20overlook%20them%20in%20girls.
Williams, Penny. “Children Who Don't Get ADHD Treatment Can Have Problems Into Adulthood.” Healthline, Healthline Media, 2015, www.healthline.com/health-news/children-who-dont-get-adhd-treatment-can-have-long-lasting-problems-into-adulthood-051215#.
Zeliadt, Nicolette. “Autism Research News & Opinion.” Spectrum, 2018, spectrumnews.org/news/autisms-sex-ratio-explained/.