Bargiela Sarah, Steward Robyn, Mandy William
Research Department of Clinical, Educational and Health Psychology, UCL, Gower Street, London, WC1E 6BT, UK.
Centre for Research in Autism and Education, UCL Institute of Child Health, 55-59 Gordon Square, London, WC1H 0NU, UK.
J Autism Dev Disord. 2016 Oct;46(10):3281-94. doi: 10.1007/s10803-016-2872-8.
We used Framework Analysis to investigate the female autism phenotype and its impact upon the under-recognition of autism spectrum conditions (ASC) in girls and women. Fourteen women with ASC (aged 22-30 years) diagnosed in late adolescence or adulthood gave in-depth accounts of: 'pretending to be normal'; of how their gender led various professionals to miss their ASC; and of conflicts between ASC and a traditional feminine identity. Experiences of sexual abuse were widespread in this sample, partially reflecting specific vulnerabilities from being a female with undiagnosed ASC. Training would improve teachers' and clinicians' recognition of ASC in females, so that timely identification can mitigate risks and promote wellbeing of girls and women on the autism spectrum.
我们采用框架分析法来研究女性自闭症表型及其对女孩和女性自闭症谱系障碍（ASC）识别不足的影响。14名在青春期后期或成年期被诊断出患有ASC的女性（年龄在22至30岁之间）深入讲述了：“假装正常”；她们的性别如何导致各类专业人员忽视其ASC；以及ASC与传统女性身份之间的冲突。在这个样本中，性虐待经历很普遍，部分反映了未被诊断出患有ASC的女性所特有的脆弱性。培训将提高教师和临床医生对女性ASC的识别能力，以便及时识别能够降低风险并促进自闭症谱系中女孩和女性的福祉。
