ABSTRACT
Existing screening and diagnostic criteria have largely developed from L. Kanner’s and Asperger’s observations of autistic boys in the 1930s and 40s and may lack validity when diagnosing girls. In mainstream schools, for example, girls on the autism spectrum are frequently misunderstood or overlooked for support, especially if they have intellectual functioning in the average range. Many autistic girls have a desire to fit in with their peers. It appears that, to a greater extent than most autistic boys, many girls use protective and compensatory factors to give the appearance of social conformity and integration with their peer group. Girls’ repetitive and restrictive interests, while having the classic autistic intensity and duration, tend to be gender-influenced – the ‘little professor’ approach but applied to pop stars, boys, pets and fashion, for example. The chapter also presents an overview of the key concepts discussed in this book.
