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Social Communication, Repetitive Behaviors and Interests, and Adaptive Behavior in Girls With Autism Spectrum
Jenny M Burton1,2,3, Nancy A Creaghead4, Amie Duncan5
1Communication Sciences and Disorders, University of Cincinnati, 3225 Eden Ave, Cincinnati, OH, 45229, USA. jenny.burton@wku.edu.
Journal of Autism and Developmental Disorders
|September 15, 2025
Summary
Girls with autism spectrum disorder (ASD) show relative strengths in social communication but weaker socialization skills compared to other adaptive behaviors. Differences in repetitive behaviors may be parent-reported rather than observed.
Area of Science:
- Neurodevelopmental Disorders
- Child Psychology
- Behavioral Science
Background:
- Autism Spectrum Disorder (ASD) presents unique challenges in social communication and behavior.
- Understanding sex-specific differences in ASD presentation is crucial for accurate diagnosis and intervention.
- Girls with ASD often exhibit distinct social and behavioral patterns compared to boys.
Purpose of the Study:
- To compare social communication, repetitive behaviors, and adaptive functioning in girls with ASD versus typically developing (TD) girls.
- To investigate specific differences in social interaction, communication, and repetitive behaviors using standardized measures.
- To identify potential areas of relative strength and weakness in adaptive behavior for girls with ASD.
Main Methods:
- A cohort of 37 girls (18 ASD, 19 TD), aged 7-15, matched for age and IQ.
- Utilized Social Communication Questionnaire (SCQ), Autism Diagnostic Observation Schedule (ADOS-2), and Vineland Adaptive Behavior Scales (VABS-2).
- Analyzed item-level scores for social interaction, communication, and repetitive behaviors, alongside overall adaptive behavior scores.
Main Results:
- Significant differences between ASD and TD girls were found on numerous SCQ and ADOS-2 items, particularly after statistical adjustment.
- A negative correlation was observed within the ASD group between repetitive behaviors and communication scores.
- Girls with ASD demonstrated borderline to moderately low scores on VABS-2, indicating challenges in adaptive functioning.
Conclusions:
- Girls with ASD may exhibit relative strengths in social communication as assessed by diagnostic tools.
- Parent-reported behaviors might capture differences in repetitive behaviors not evident in structured observations.
- Socialization skills appear to be a relative weakness in girls with ASD, suggesting a priority for targeted interventions.
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