Sex/Gender Differences across Contexts and Reporters

Background:

Women with autism spectrum disorder (ASD) have a more difficult time than men maintaining post-secondary employment/educational positions, though they obtain these positions at similar rates. One hypothesized explanation for this difference is that social deficits associated with ASD have a greater impact on the day-to-day functioning of women with ASD, given that social behavior is generally more important for societal interactions of females versus males. The present study explores this hypothesis in a sample of high school-aged students with ASD.

Objectives:

This study has two objectives: 1) to test for sex differences in parent- and teacher-reported autism symptoms; and 2) to examine sex differences in patterns of social interactions for high school students with ASD.

Methods:

Participants include 547 adolescents (76 Females, 471 Males) between 13 and 20 (M=16.2, SD=1.4), who all have an educational diagnosis of ASD and are part of a larger longitudinal study of 60 high schools in 3 states (CA, NC, WI). The sample was diverse with 45.7% of students being from a racial or ethnic minority group. Parent-reported lifetime autism symptoms were assessed using the Social Communication Questionnaire. Teacher-reported current autism symptoms were measured using the Social Responsiveness Scale-II. Parents and teachers answered questions regarding the student with ASD’s social behavior, including how frequently they interacted with typically-developing and disabled peers in schools, and how often they interacted with peers outside of school by phone, over the internet, and in person.

Results:

Analysis of variance was used to test for sex differences in autism symptoms and social participation. Although parents rated lifetime autism symptoms as nearly identical for males versus females (M=20.67, SD=7.66 for males; M=21.15, SD=7.42 for females), F=0.20, p=.65, teachers rated autism symptoms as more severe in the females (M=69.18, SD=11.13 for males; M=78.00, SD=15.84 for females), F = 33.33, p < .001. Sex differences were also noted in some aspects of social participation – both in and out of school. Teachers reported that females spent a greater percentage of time compared to males interacting with typically-developing peers, F=7.76, p<.01, although there were no sex differences in percentage of time interacting with peers with disabilities, F=3.25, p=.07. Despite more time interacting with peers without disabilities, females were no more likely than males to have a single person that they interacted with at least 5 times in a week (a regular social partner), F=.79, p=.375. Outside of school, females were more likely than males to interact with peers using technology (e.g., calling/texting/internet), F=6.87, p < .01, but there were no sex differences in in-person interactions with peers (e.g., getting together with friends outside of school), F=2.40, p=.12

Conclusions:

Discussion will touch on possible explanations for discrepancies in teacher versus parent findings on sex differences in autism symptom severity, including: 1) autism symptoms that become less severe over time for males versus females (lifetime versus current symptoms); and 2) similar symptom presentations that appear more impairing in females due to societal expectations or unsuccessful peer interactions.