Abstract

Autism is a neurodevelopmental communication disorder, characterized by differences in social communication, attention, interests, and sensory perception. Diagnostic criteria have historically applied to males, but clinical diagnostic criteria beginning in 2022 now include slight differences in traits comprising the female phenotype. Until recently, autistic females may be missed by the professional and education community or diagnosed later than males. Like their autistic male counterparts, they face an increased risk of suicidal ideation, but they also face more difficulties in peer relationships, academic problems, and increased anxiety and depressive symptoms, but may not get supports. School-age girls spend their days with family members and educators. These stakeholders can be key to identification, referrals, and earlier diagnosis if they learn to recognize signs of autism in girls. We surveyed family members of autistic individuals and educators to assess perceptions of females with autism. Data collected from 300+ individuals in 2021 and 2025 were compared within and between groups for any changes in awareness of what autism may look like in female among the "œfront lines" of educators and family members most likely to benefit from increased awareness. Despite increased diagnostic criteria and public awareness campaigns, the current findings suggest a lack of a meaningful increase in awareness of the female presentation of autism traits in both family members and educators. Findings suggest that information about updated diagnostic criteria has not trickled down to stakeholders who can make referrals for assessment. More public awareness and training programs may provide essential dissemination of current diagnostic criteria to enhance the ability of families and educators to recognize and refer females for assessment who may otherwise be overlooked.

Degree

EdS

College and Department

David O. McKay School of Education; Counseling Psychology and Special Education

Rights

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