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Autism in girls under-recognised

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When you think of autism the image that flashes up is usually of a boy but the condition is common in girls and a much more balanced male-to-female ratio in autism has been identified.

In part, the perception that autism is something that effects boys mainly has led to the under diagnosis of the condition in girls and some new strategies need to be set in place to overcome that.

Girls have often been overlooked by traditional diagnostic approaches and exhibit behaviours that may be particular to them which means diagnosis can be ‘camouflaged’.

Girls and Autism: Educational, Family and Personal Perspectives is a timely book on the area and provides insight into autistic girls’ experiences, helping professionals to recognise, understand, support and teach them effectively.

Chapters emphasise both the challenges and advantages of autism and take a multidisciplinary approach, using contributions from autistic girls and women, their family members, teachers, psychologists and other professionals. The result is a source of first-hand insights, knowledge and strategies, which will enable those living or working with girls on the autism spectrum to provide more informed and effective support.

“This book provides an excellent combination of personal experience and current research to highlight the importance of understanding girls and women on the autism spectrum. Throughout the chapters the issues of importance that are presented over and over again are about the need to value strengths and individuality; develop relevant strategies; be flexible; and build supportive networks, including ‘true’ friends; to ensure autistic girls grow into strong and self-reliant young women who can be whatever they want to be. I would recommend this book to anyone teaching, working with, or supporting young autistic women, who wants to contribute to their future success,” said Dr Debra Costley, Associate Professor of Education, University of Nottingham, UK.

Girls and Autism: Educational, Family and Personal Perspectives was written by Barry Carpenter, CBE, OBE a professor of mental health in education at Oxford Brookes University, UK, Francesca Happé, FBA FMedSci professor of cognitive neuroscience at the Institute of Psychiatry, Psychology and Neuroscience, King’s College London, UK and Jo Egerton a schools research consultant, running school-based research courses for teaching school alliances and academies.

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