Linguistic camouflage in girls with autism spectrum disorder / Julia PARISH-MORRIS in Molecular Autism, 8 (2017)  

Public ISBD [article]  inMolecular Autism > 8 (2017) . - 48p. Titre : Linguistic camouflage in girls with autism spectrum disorder Type de document : texte imprimé Auteurs : Julia PARISH-MORRIS, Auteur ; Mark Y. LIBERMAN, Auteur ; Christopher CIERI, Auteur ; John D. HERRINGTON, Auteur ; Benjamin E. YERYS, Auteur ; Leila BATEMAN, Auteur ; Joseph DONAHER, Auteur ; Emily FERGUSON, Auteur ; Juhi PANDEY, Auteur ; Robert T. SCHULTZ, Auteur Article en page(s) : 48p. Langues : Anglais (eng) Mots-clés : Autism  Disfluency  Filled pauses  Gender differences  Language  Linguistic camouflage  Pragmatic communication  Sex differences Index. décimale : PER Périodiques Résumé : BACKGROUND: Autism spectrum disorder (ASD) is diagnosed more frequently in boys than girls, even when girls are equally symptomatic. Cutting-edge behavioral imaging has detected "camouflaging" in girls with ASD, wherein social behaviors appear superficially typical, complicating diagnosis. The present study explores a new kind of camouflage based on language differences. Pauses during conversation can be filled with words like UM or UH, but research suggests that these two words are pragmatically distinct (e.g., UM is used to signal longer pauses, and may correlate with greater social communicative sophistication than UH). Large-scale research suggests that women and younger people produce higher rates of UM during conversational pauses than do men and older people, who produce relatively more UH. Although it has been argued that children and adolescents with ASD use UM less often than typical peers, prior research has not included sufficient numbers of girls to examine whether sex explains this effect. Here, we explore UM vs. UH in school-aged boys and girls with ASD, and ask whether filled pauses relate to dimensional measures of autism symptom severity. METHODS: Sixty-five verbal school-aged participants with ASD (49 boys, 16 girls, IQ estimates in the average range) participated, along with a small comparison group of typically developing children (8 boys, 9 girls). Speech samples from the Autism Diagnostic Observation Schedule were orthographically transcribed and time-aligned, with filled pauses marked. Parents completed the Social Communication Questionnaire and the Vineland Adaptive Behavior Scales. RESULTS: Girls used UH less often than boys across both diagnostic groups. UH suppression resulted in higher UM ratios for girls than boys, and overall filled pause rates were higher for typical children than for children with ASD. Higher UM ratios correlated with better socialization in boys with ASD, but this effect was driven by increased use of UH by boys with greater symptoms. CONCLUSIONS: Pragmatic language markers distinguish girls and boys with ASD, mirroring sex differences in the general population. One implication of this finding is that typical-sounding disfluency patterns (i.e., reduced relative UH production leading to higher UM ratios) may normalize the way girls with ASD sound relative to other children, serving as "linguistic camouflage" for a naive listener and distinguishing them from boys with ASD. This first-of-its-kind study highlights the importance of continued commitment to understanding how sex and gender change the way that ASD manifests, and illustrates the potential of natural language to contribute to objective "behavioral imaging" diagnostics for ASD. En ligne : http://dx.doi.org/10.1186/s13229-017-0164-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330 [article] Linguistic camouflage in girls with autism spectrum disorder [texte imprimé] / Julia PARISH-MORRIS, Auteur ; Mark Y. LIBERMAN, Auteur ; Christopher CIERI, Auteur ; John D. HERRINGTON, Auteur ; Benjamin E. YERYS, Auteur ; Leila BATEMAN, Auteur ; Joseph DONAHER, Auteur ; Emily FERGUSON, Auteur ; Juhi PANDEY, Auteur ; Robert T. SCHULTZ, Auteur . - 48p. Langues : Anglais (eng) in Molecular Autism > 8 (2017) . - 48p. Mots-clés : Autism  Disfluency  Filled pauses  Gender differences  Language  Linguistic camouflage  Pragmatic communication  Sex differences Index. décimale : PER Périodiques Résumé : BACKGROUND: Autism spectrum disorder (ASD) is diagnosed more frequently in boys than girls, even when girls are equally symptomatic. Cutting-edge behavioral imaging has detected "camouflaging" in girls with ASD, wherein social behaviors appear superficially typical, complicating diagnosis. The present study explores a new kind of camouflage based on language differences. Pauses during conversation can be filled with words like UM or UH, but research suggests that these two words are pragmatically distinct (e.g., UM is used to signal longer pauses, and may correlate with greater social communicative sophistication than UH). Large-scale research suggests that women and younger people produce higher rates of UM during conversational pauses than do men and older people, who produce relatively more UH. Although it has been argued that children and adolescents with ASD use UM less often than typical peers, prior research has not included sufficient numbers of girls to examine whether sex explains this effect. Here, we explore UM vs. UH in school-aged boys and girls with ASD, and ask whether filled pauses relate to dimensional measures of autism symptom severity. METHODS: Sixty-five verbal school-aged participants with ASD (49 boys, 16 girls, IQ estimates in the average range) participated, along with a small comparison group of typically developing children (8 boys, 9 girls). Speech samples from the Autism Diagnostic Observation Schedule were orthographically transcribed and time-aligned, with filled pauses marked. Parents completed the Social Communication Questionnaire and the Vineland Adaptive Behavior Scales. RESULTS: Girls used UH less often than boys across both diagnostic groups. UH suppression resulted in higher UM ratios for girls than boys, and overall filled pause rates were higher for typical children than for children with ASD. Higher UM ratios correlated with better socialization in boys with ASD, but this effect was driven by increased use of UH by boys with greater symptoms. CONCLUSIONS: Pragmatic language markers distinguish girls and boys with ASD, mirroring sex differences in the general population. One implication of this finding is that typical-sounding disfluency patterns (i.e., reduced relative UH production leading to higher UM ratios) may normalize the way girls with ASD sound relative to other children, serving as "linguistic camouflage" for a naive listener and distinguishing them from boys with ASD. This first-of-its-kind study highlights the importance of continued commitment to understanding how sex and gender change the way that ASD manifests, and illustrates the potential of natural language to contribute to objective "behavioral imaging" diagnostics for ASD. En ligne : http://dx.doi.org/10.1186/s13229-017-0164-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330

Sex-specific metrics for success: Gaps in social word use are bigger for autistic girls than boys / Meredith COLA in Autism, 30-6 (June 2026)  

Public ISBD [article]  inAutism > 30-6 (June 2026) . - p.1608-1614 Titre : Sex-specific metrics for success: Gaps in social word use are bigger for autistic girls than boys Type de document : texte imprimé Auteurs : Meredith COLA, Auteur ; Sarah SCHILLINGER, Auteur ; Margaret LYONS, Auteur ; Amanda LEE, Auteur ; Calliana FAULK, Auteur ; Maxine COVELLO, Auteur ; Nasya HOWARD, Auteur ; Hannah FRANKE, Auteur ; Alexandria MULQUEEN, Auteur ; Lizzy FULOP, Auteur ; Azia KNOX, Auteur ; Sunghye CHO, Auteur ; Mark Y. LIBERMAN, Auteur ; Juhi PANDEY, Auteur ; Ashlee YATES FLANAGAN, Auteur ; Joseph DONAHER, Auteur ; Robert T. SCHULTZ, Auteur ; Julia PARISH-MORRIS, Auteur Article en page(s) : p.1608-1614 Langues : Anglais (eng) Mots-clés : autism  communication and language  sex differences  social communication  social phenotype Index. décimale : PER Périodiques Résumé : Autistic girls are often diagnosed late, missed, or misdiagnosed, which can negatively impact quality of life and mental health. Although research shows the social profiles of autistic girls differ from boys in systematic ways that might explain gaps in diagnosis, little is known about how autistic girls’ social language compares to their same-sex non-autistic peers. This study investigated social words—words that make reference to other people—produced by 138 age- and IQ-matched autistic and non-autistic youth (ages 6–15) during one Autism Diagnostic Observation Schedule, Second Edition task. Girls used significantly more social words than boys across both diagnostic groups. There was a larger gap in social word production between autistic girls and non-autistic girls than autistic boys and non-autistic boys, with non-autistic girls using the most social words. Non-autistic girls’ social language behavior—including their social word production—sets an especially high bar for autistic girls, who often report trying to blend in with other girls. Growing evidence of the distinct social language profiles of autistic and non-autistic girls versus boys should guide researchers and clinicians to assess autism in ways that are sensitive to sex-associated differences and develop interventions that consider the norms of youth’s target social circles.Lay Abstract Autism is often diagnosed later in girls and women as compared to boys and men. More research is needed to understand how autism presents differently in girls. This study investigates how autistic and non-autistic youth aged 6 to 15 years use social words (e.g. “friend,” “mom,” “help,” “talk”) during an interview about friends, relationships, and marriage as part of an autism diagnostic assessment. Overall, girls used more social words compared to boys and talked more about friends. Specifically, non-autistic girls used the most social words in comparison with other groups. Highly social language produced by non-autistic girls may make it especially hard for autistic girls to blend in with other girls and could lead them to engage in more camouflaging behaviors to hide their autistic characteristics. With such different average social language behavior from girls and boys, researchers should consider adapting autism assessments and interventions to support the unique needs of autistic girls. En ligne : https://dx.doi.org/10.1177/13623613261417535 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=586 [article] Sex-specific metrics for success: Gaps in social word use are bigger for autistic girls than boys [texte imprimé] / Meredith COLA, Auteur ; Sarah SCHILLINGER, Auteur ; Margaret LYONS, Auteur ; Amanda LEE, Auteur ; Calliana FAULK, Auteur ; Maxine COVELLO, Auteur ; Nasya HOWARD, Auteur ; Hannah FRANKE, Auteur ; Alexandria MULQUEEN, Auteur ; Lizzy FULOP, Auteur ; Azia KNOX, Auteur ; Sunghye CHO, Auteur ; Mark Y. LIBERMAN, Auteur ; Juhi PANDEY, Auteur ; Ashlee YATES FLANAGAN, Auteur ; Joseph DONAHER, Auteur ; Robert T. SCHULTZ, Auteur ; Julia PARISH-MORRIS, Auteur . - p.1608-1614. Langues : Anglais (eng) in Autism > 30-6 (June 2026) . - p.1608-1614 Mots-clés : autism  communication and language  sex differences  social communication  social phenotype Index. décimale : PER Périodiques Résumé : Autistic girls are often diagnosed late, missed, or misdiagnosed, which can negatively impact quality of life and mental health. Although research shows the social profiles of autistic girls differ from boys in systematic ways that might explain gaps in diagnosis, little is known about how autistic girls’ social language compares to their same-sex non-autistic peers. This study investigated social words—words that make reference to other people—produced by 138 age- and IQ-matched autistic and non-autistic youth (ages 6–15) during one Autism Diagnostic Observation Schedule, Second Edition task. Girls used significantly more social words than boys across both diagnostic groups. There was a larger gap in social word production between autistic girls and non-autistic girls than autistic boys and non-autistic boys, with non-autistic girls using the most social words. Non-autistic girls’ social language behavior—including their social word production—sets an especially high bar for autistic girls, who often report trying to blend in with other girls. Growing evidence of the distinct social language profiles of autistic and non-autistic girls versus boys should guide researchers and clinicians to assess autism in ways that are sensitive to sex-associated differences and develop interventions that consider the norms of youth’s target social circles.Lay Abstract Autism is often diagnosed later in girls and women as compared to boys and men. More research is needed to understand how autism presents differently in girls. This study investigates how autistic and non-autistic youth aged 6 to 15 years use social words (e.g. “friend,” “mom,” “help,” “talk”) during an interview about friends, relationships, and marriage as part of an autism diagnostic assessment. Overall, girls used more social words compared to boys and talked more about friends. Specifically, non-autistic girls used the most social words in comparison with other groups. Highly social language produced by non-autistic girls may make it especially hard for autistic girls to blend in with other girls and could lead them to engage in more camouflaging behaviors to hide their autistic characteristics. With such different average social language behavior from girls and boys, researchers should consider adapting autism assessments and interventions to support the unique needs of autistic girls. En ligne : https://dx.doi.org/10.1177/13623613261417535 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=586

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