'The Girls Are out There': Professional Perspectives on Potential Changes in the Diagnostic Process for, and Recognition of, Autistic Females in the UK

Autor/inn/en	McLinden, Hannah; Sedgewick, Felicity
Titel	'The Girls Are out There': Professional Perspectives on Potential Changes in the Diagnostic Process for, and Recognition of, Autistic Females in the UK
Quelle	In: British Journal of Special Education, 50 (2023) 1, S.63-82 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sedgewick, Felicity)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12442
Schlagwörter	Foreign Countries; Autism Spectrum Disorders; Females; Professional Personnel; Clinical Diagnosis; Change; Gender Differences; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Autism; Autismus; Weibliches Geschlecht; Personalbestand; Wandel; Geschlechterkonflikt; Großbritannien
Abstract	There is widely growing recognition of autism in girls, and both researchers and community members have called for improvements in the diagnostic process. What is not yet known is whether these recommendations are being taken up by professionals. In this study, nine semi-structured interviews were conducted with a variety of professionals involved in the autism diagnostic process. The collected data were analyzed using thematic analysis. Three main themes were identified: gendered differences; lack of services; and informal change. Our study found that diagnostic professionals are aware of gender differences in presentation, and they make a range of informal adaptations to their processes for girls. While this is positive for those girls who interact with knowledgeable professionals, our data highlight the need for more systematic changes to ensure equality of access to diagnosis and post-diagnostic support. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01