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10-06-2021 | Brief Report

Brief Report: Sex/Gender Differences in Adolescents with Autism: Socialization Profiles and Response to Social Skills Intervention

Auteurs: Jordan A. Ko, Rachel K. Schuck, María Jimenez-Muñoz, Kaitlynn M. Penner-Baiden, Ty W. Vernon

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 6/2022

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Abstract

Females with autism have unique socialization profiles, but less is known about sex/gender differences in the context of socialization interventions. This study utilized a combination of behavioral and survey measures to examine sex/gender differences in 32 autistic adolescents (10 females, 22 males) before and after participation in the 20-week START socialization program. At intake, males self-reported superior social skills use while parents endorsed that females demonstrated superior social competencies. While males and females both experienced socialization improvements post-trial, females experienced greater increases in self-reported social competency and the proportion of questions they asked during peer conversations. These preliminary findings on differential intervention response may help inform future social skill intervention efforts for the needs of females on the spectrum.
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Voetnoten
1
This paper uses “sex/gender” to be in line with Lai et al. (2015), which notes that while “sex” refers to characteristics that are biologically-determined and “gender” refers to characteristics that are socially-constructed, it is difficult to separate the effects of sex and gender due to the unavoidable overlap between them, especially during the child and adolescent developmental periods. Existing literature on this topic has also used these terms without distinction (some examples are Halladay et al., 2015; Head et al., 2014; Kirkovski et al., 2013).
 
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Metagegevens
Titel
Brief Report: Sex/Gender Differences in Adolescents with Autism: Socialization Profiles and Response to Social Skills Intervention
Auteurs
Jordan A. Ko
Rachel K. Schuck
María Jimenez-Muñoz
Kaitlynn M. Penner-Baiden
Ty W. Vernon
Publicatiedatum
10-06-2021
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 6/2022
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-021-05127-0