Are the diagnostic rates of autistic females increasing? An examination of state-wide trends / Brianne TOMASZEWSKI ; Orla C. PUTNAM ; Claire B. KLEIN ; Elena LAMARCHE ; Laura G. KLINGER in Journal of Child Psychology and Psychiatry, 65-7 (July 2024)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 65-7 (July 2024) . - p.973-983 Titre : Are the diagnostic rates of autistic females increasing? An examination of state-wide trends Type de document : texte imprimé Auteurs : Brianne TOMASZEWSKI, Auteur ; Orla C. PUTNAM, Auteur ; Claire B. KLEIN, Auteur ; Elena LAMARCHE, Auteur ; Laura G. KLINGER, Auteur Article en page(s) : p.973-983 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background Autism has been considered a 'male-dominant' condition. However, recent research suggests that autistic females are underdiagnosed, misdiagnosed, and later diagnosed. Females may also have different and more nuanced behavioral profiles. To examine diagnosis rates of females, we used 20 years of state-wide data to characterize historical trends in the diagnosis of autism in females to determine whether the proportion of females diagnosed with autism has changed over time. Methods Data were drawn from 10,247 participants (males = 8,319, females = 1928) who received an autism diagnosis between 2000 and 2021 from state-wide autism centers associated with the University of North Carolina TEACCH Autism Program. Results The rates of females diagnosed with autism increased at a greater rate compared with males. Age of diagnosis remained consistently higher for females. Late diagnosis (defined as 13+) increased over time across both males and females, however, was more commonly associated with females, particularly those with co-occurring intellectual disability. Conclusions Our results indicate that the proportion of females diagnosed with autism has increased steadily over a 20-year period, which likely reflects greater societal knowledge of how autism may manifest differentially in females. En ligne : https://doi.org/10.1111/jcpp.13939 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=532 [article] Are the diagnostic rates of autistic females increasing? An examination of state-wide trends [texte imprimé] / Brianne TOMASZEWSKI, Auteur ; Orla C. PUTNAM, Auteur ; Claire B. KLEIN, Auteur ; Elena LAMARCHE, Auteur ; Laura G. KLINGER, Auteur . - p.973-983. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 65-7 (July 2024) . - p.973-983 Index. décimale : PER Périodiques Résumé : Background Autism has been considered a 'male-dominant' condition. However, recent research suggests that autistic females are underdiagnosed, misdiagnosed, and later diagnosed. Females may also have different and more nuanced behavioral profiles. To examine diagnosis rates of females, we used 20 years of state-wide data to characterize historical trends in the diagnosis of autism in females to determine whether the proportion of females diagnosed with autism has changed over time. Methods Data were drawn from 10,247 participants (males = 8,319, females = 1928) who received an autism diagnosis between 2000 and 2021 from state-wide autism centers associated with the University of North Carolina TEACCH Autism Program. Results The rates of females diagnosed with autism increased at a greater rate compared with males. Age of diagnosis remained consistently higher for females. Late diagnosis (defined as 13+) increased over time across both males and females, however, was more commonly associated with females, particularly those with co-occurring intellectual disability. Conclusions Our results indicate that the proportion of females diagnosed with autism has increased steadily over a 20-year period, which likely reflects greater societal knowledge of how autism may manifest differentially in females. En ligne : https://doi.org/10.1111/jcpp.13939 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=532

Autism Prevalence and the Intersectionality of Assigned Sex at Birth, Race, and Ethnicity on Age of Diagnosis / Jessica E. GOLDBLUM in Journal of Autism and Developmental Disorders, 54-10 (October 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-10 (October 2024) . - p.3777-3791 Titre : Autism Prevalence and the Intersectionality of Assigned Sex at Birth, Race, and Ethnicity on Age of Diagnosis Type de document : texte imprimé Auteurs : Jessica E. GOLDBLUM, Auteur ; Tyler C. MCFAYDEN, Auteur ; Stephanie BRISTOL, Auteur ; Orla C. PUTNAM, Auteur ; Amanda WYLIE, Auteur ; Clare HARROP, Auteur Article en page(s) : p.3777-3791 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : An official autism diagnosis is required to access timely intervention and is associated with better long-term wellbeing and mental health. Certain demographic characteristics, such as being female or a racially or ethnically minoritized youth, have been associated with significant diagnostic lag. However, it remains unclear how assigned sex, race, and ethnicity interact with each other in predicting the prevalence and age of autism diagnosis. En ligne : https://doi.org/10.1007/s10803-023-06104-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Autism Prevalence and the Intersectionality of Assigned Sex at Birth, Race, and Ethnicity on Age of Diagnosis [texte imprimé] / Jessica E. GOLDBLUM, Auteur ; Tyler C. MCFAYDEN, Auteur ; Stephanie BRISTOL, Auteur ; Orla C. PUTNAM, Auteur ; Amanda WYLIE, Auteur ; Clare HARROP, Auteur . - p.3777-3791. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-10 (October 2024) . - p.3777-3791 Index. décimale : PER Périodiques Résumé : An official autism diagnosis is required to access timely intervention and is associated with better long-term wellbeing and mental health. Certain demographic characteristics, such as being female or a racially or ethnically minoritized youth, have been associated with significant diagnostic lag. However, it remains unclear how assigned sex, race, and ethnicity interact with each other in predicting the prevalence and age of autism diagnosis. En ligne : https://doi.org/10.1007/s10803-023-06104-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

Correction: Autism Prevalence and the Intersectionality of Assigned Sex at Birth, Race, and Ethnicity on Age of Diagnosis / Jessica E. GOLDBLUM in Journal of Autism and Developmental Disorders, 54-3 (March 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-3 (March 2024) . - p.1231-1231 Titre : Correction: Autism Prevalence and the Intersectionality of Assigned Sex at Birth, Race, and Ethnicity on Age of Diagnosis Type de document : texte imprimé Auteurs : Jessica E. GOLDBLUM, Auteur ; Tyler C. MCFAYDEN, Auteur ; Stephanie BRISTOL, Auteur ; Orla C. PUTNAM, Auteur ; Amanda WYLIE, Auteur ; Clare HARROP, Auteur Article en page(s) : p.1231-1231 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-023-06210-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524 [article] Correction: Autism Prevalence and the Intersectionality of Assigned Sex at Birth, Race, and Ethnicity on Age of Diagnosis [texte imprimé] / Jessica E. GOLDBLUM, Auteur ; Tyler C. MCFAYDEN, Auteur ; Stephanie BRISTOL, Auteur ; Orla C. PUTNAM, Auteur ; Amanda WYLIE, Auteur ; Clare HARROP, Auteur . - p.1231-1231. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-3 (March 2024) . - p.1231-1231 Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-023-06210-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524

Sex Differences and Parent–Teacher Discrepancies in Reports of Autism Traits: Evidence for Camouflaging in a School Setting / Orla C. PUTNAM in Journal of Autism and Developmental Disorders, 55-11 (November 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-11 (November 2025) . - p.3888-3899 Titre : Sex Differences and Parent–Teacher Discrepancies in Reports of Autism Traits: Evidence for Camouflaging in a School Setting Type de document : texte imprimé Auteurs : Orla C. PUTNAM, Auteur ; Tyler C. MCFAYDEN, Auteur ; Clare HARROP, Auteur Article en page(s) : p.3888-3899 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine sex differences and informant discrepancies in parent- and teacher-reports of autism traits. Data were drawn from the Simons Simplex Collection to create a sex-matched sample of autistic youth (N = 388; 4–17 years). Included participants had both parent and teacher reports of autistic traits from the Social Responsiveness Scale (SRS). Within each sex group, parent and teacher raw SRS scores were compared. Scores within each informant group (parent/teacher) was assessed for sex differences. Predictors of parent–teacher discrepancies were examined. Despite no sex differences in parent-reported autistic traits, teachers reported males as having more autistic traits compared to females. Parents of females reported significantly more autistic traits than teachers across multiple domains. Being older and female were significant predictors of increased parent–teacher discrepancy for multiple domains. These results suggest discrepancies between the observed autistic traits for females at home and school and builds on the growing body of literature highlighting potential camouflaging across development in autistic youth: parent–teacher discrepancies may reflect ways that autistic females are overlooked by teachers due to conscious changes in behavior or gender-based expectations of female characteristics. Discussion of discrepancies on an individual basis may therefore alleviate potential long-term consequences of camouflaging. En ligne : https://doi.org/10.1007/s10803-024-06498-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Sex Differences and Parent–Teacher Discrepancies in Reports of Autism Traits: Evidence for Camouflaging in a School Setting [texte imprimé] / Orla C. PUTNAM, Auteur ; Tyler C. MCFAYDEN, Auteur ; Clare HARROP, Auteur . - p.3888-3899. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-11 (November 2025) . - p.3888-3899 Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine sex differences and informant discrepancies in parent- and teacher-reports of autism traits. Data were drawn from the Simons Simplex Collection to create a sex-matched sample of autistic youth (N = 388; 4–17 years). Included participants had both parent and teacher reports of autistic traits from the Social Responsiveness Scale (SRS). Within each sex group, parent and teacher raw SRS scores were compared. Scores within each informant group (parent/teacher) was assessed for sex differences. Predictors of parent–teacher discrepancies were examined. Despite no sex differences in parent-reported autistic traits, teachers reported males as having more autistic traits compared to females. Parents of females reported significantly more autistic traits than teachers across multiple domains. Being older and female were significant predictors of increased parent–teacher discrepancy for multiple domains. These results suggest discrepancies between the observed autistic traits for females at home and school and builds on the growing body of literature highlighting potential camouflaging across development in autistic youth: parent–teacher discrepancies may reflect ways that autistic females are overlooked by teachers due to conscious changes in behavior or gender-based expectations of female characteristics. Discussion of discrepancies on an individual basis may therefore alleviate potential long-term consequences of camouflaging. En ligne : https://doi.org/10.1007/s10803-024-06498-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

The use of Language ENvironment Analysis in autism research: A systematic review / Orla C. PUTNAM in Autism, 29-5 (May 2025)  

Public ISBD [article]  inAutism > 29-5 (May 2025) . - p.1095-1117 Titre : The use of Language ENvironment Analysis in autism research: A systematic review Type de document : texte imprimé Auteurs : Orla C. PUTNAM, Auteur ; Jennifer E MARKFELD, Auteur ; Sarah Towner WRIGHT, Auteur ; Jacob I. FELDMAN, Auteur ; Jessica E. GOLDBLUM, Auteur ; Maia KARPINSKY, Auteur ; Amanda J NEAL, Auteur ; Meghan R. SWANSON, Auteur ; Clare HARROP, Auteur Article en page(s) : p.1095-1117 Langues : Anglais (eng) Mots-clés : autism  communication and language  technology Index. décimale : PER Périodiques Résumé : The Language ENvironment Analysis (LENA) system has been used increasingly in research to record and evaluate the everyday speech of autistic children and their families. However, it is unclear how researchers are using LENA and whether the system is well-suited for work with autistic individuals. The purpose of this systematic review is to summarize the use of LENA in autism research, to highlight the strengths and limitations of the system as identified by researchers, and to provide recommendations for future research and clinical use. Forty-two studies that used LENA with samples of autistic children were identified through a systematic database search. Researchers using LENA in autism did so across a variety of ages, settings, and analytical approaches. Most studies used LENA within recommended guidelines. The most common purpose of using LENA was for exploratory research. Noted strengths of the LENA system included ecological validity, cost-effectiveness, and timely clinical feedback. Limitations included lower rates of speaker identification compared to human coders and limited information regarding speech context and language development. This systematic review provides key insights into the methods surrounding LENA use in autism research and serves to inform researchers and clinicians on best practices for future use with this technology.Lay abstract In research, language ability has historically been measured using structured tasks in laboratory settings. In recent years, there has been a growing emphasis on the need to instead capture language ability in an individual?s natural setting (i.e. through social interaction or in their home). Considering natural language may be particularly important for the autistic population, as an autistic child?s language ability can be very different depending on the setting. One common tool for capturing natural language is the LENA recording system, which takes audio recordings over long periods of time and provides estimates of children s and caregivers' speech. The purpose of this systematic review is to summarize the use of LENA in autism research, to highlight the strengths and limitations of the system as identified by researchers, and to provide recommendations for future research and clinical use. We identified 42 autism studies that used LENA in a variety of ways and settings. Most studies used LENA within the guidelines put forth by its creators, and it was most commonly used to understand speech or speech development for autistic children. LENA is a useful tool for clinicians and caregivers to gain some insights into child speech, but those considering using it should be aware of concerns about its accuracy and limitations about the information it provides. In this review, we supplement the official LENA guidelines with specific suggestions for use with the autistic population. En ligne : https://dx.doi.org/10.1177/13623613241290072 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=554 [article] The use of Language ENvironment Analysis in autism research: A systematic review [texte imprimé] / Orla C. PUTNAM, Auteur ; Jennifer E MARKFELD, Auteur ; Sarah Towner WRIGHT, Auteur ; Jacob I. FELDMAN, Auteur ; Jessica E. GOLDBLUM, Auteur ; Maia KARPINSKY, Auteur ; Amanda J NEAL, Auteur ; Meghan R. SWANSON, Auteur ; Clare HARROP, Auteur . - p.1095-1117. Langues : Anglais (eng) in Autism > 29-5 (May 2025) . - p.1095-1117 Mots-clés : autism  communication and language  technology Index. décimale : PER Périodiques Résumé : The Language ENvironment Analysis (LENA) system has been used increasingly in research to record and evaluate the everyday speech of autistic children and their families. However, it is unclear how researchers are using LENA and whether the system is well-suited for work with autistic individuals. The purpose of this systematic review is to summarize the use of LENA in autism research, to highlight the strengths and limitations of the system as identified by researchers, and to provide recommendations for future research and clinical use. Forty-two studies that used LENA with samples of autistic children were identified through a systematic database search. Researchers using LENA in autism did so across a variety of ages, settings, and analytical approaches. Most studies used LENA within recommended guidelines. The most common purpose of using LENA was for exploratory research. Noted strengths of the LENA system included ecological validity, cost-effectiveness, and timely clinical feedback. Limitations included lower rates of speaker identification compared to human coders and limited information regarding speech context and language development. This systematic review provides key insights into the methods surrounding LENA use in autism research and serves to inform researchers and clinicians on best practices for future use with this technology.Lay abstract In research, language ability has historically been measured using structured tasks in laboratory settings. In recent years, there has been a growing emphasis on the need to instead capture language ability in an individual?s natural setting (i.e. through social interaction or in their home). Considering natural language may be particularly important for the autistic population, as an autistic child?s language ability can be very different depending on the setting. One common tool for capturing natural language is the LENA recording system, which takes audio recordings over long periods of time and provides estimates of children s and caregivers' speech. The purpose of this systematic review is to summarize the use of LENA in autism research, to highlight the strengths and limitations of the system as identified by researchers, and to provide recommendations for future research and clinical use. We identified 42 autism studies that used LENA in a variety of ways and settings. Most studies used LENA within the guidelines put forth by its creators, and it was most commonly used to understand speech or speech development for autistic children. LENA is a useful tool for clinicians and caregivers to gain some insights into child speech, but those considering using it should be aware of concerns about its accuracy and limitations about the information it provides. In this review, we supplement the official LENA guidelines with specific suggestions for use with the autistic population. En ligne : https://dx.doi.org/10.1177/13623613241290072 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=554

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