For many decades, Autism was thought to be a condition that nearly exclusively affected boys. Over time, the diagnosis rate has evened out slightly. The Center for Disease Control and Prevention reports that approximately 3.8 boys are diagnosed for every diagnosed girl. It is now widely assumed that many girls with Autism are missed in the diagnosis process. Some key reasons for the discrepancy will be discussed below.
Research is beginning to identify that girls with Autism present differently than boys. For example, girls tend to be more socially motivated than boys. Their repetitive behavior may be less intense or more socially appropriate, as is their special interests. They seem to have fewer language difficulties, and their language is more socially focused. Instead of acting out, they may internalize more of their symptoms than boys. Daily living skills may be a greater challenge. Importantly, these differences from typical developing peers often do not become apparent until they turn six years old. Keep in mind, these generalities may change as more research is published.
An additional layer of complication was explained by Burrows et. al (2025). In the general population, females perform better on social communication measures than males. However, that difference is not accounted for during diagnosis. Therefore, females must be relatively more impaired than males to be identified as Autistic. Plus, females with Autism seem to present with less impaired eye contact, joint attention, and social overtures.
As explained in Burrows et. al (2025) future diagnostic tools must be developed to account for the milder presentation of some females. Once those tools are developed, be prepared for more females to be diagnosed. This event will lead to a more even gender ratio and a further increase in prevalence in the general population.
Psy. D., CPBA-AP BCBA-D
Behavioral Consultant
Dr. David Fischer received a doctoral degree in Clinical Psychology from Rutgers University, USA, advised by Dr. Sandra Harris. Since 1999, he was worked in the field of Applied Behavior Analysis and with individuals diagnosed with a developmental disability. He completed his pre-doctoral internship and post-doctoral fellowship at the Marcus Institute in Atlanta, Georgia working in the severe behavior unit, short-term-out-patient clinic, feeding disorders unit, and early intervention clinic. From 2007 – 2011, he trained public school teachers to instruct and manage the behavior of their students diagnosed with Autism spectrum disorder. He also was the clinical coordinator of the Asperger’s College Program, which provides support services to Rutgers students diagnosed with Asperger’s Disorder.
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