Your student is failing Algebra. You notice that she appears to prefer working alone during group work when her friend is absent. When you approach and offer to help, she struggles to find words. When you attempt to explain, she does not make eye contact. After a brief explanation, she assures you that she understands. You walk away hopeful, only to find that the test at the end of the week reveals that she missed the concepts you explained. Next, you remember another teacher relating similar experiences working with this student, mentioning something about high-functioning autism in girls. If this is you, keep reading to discover concepts that will help you understand high-functioning autism in girls.
#1 – What is Autism?
First, let’s determine what autism is. Autism is described as a developmental brain disorder affecting social skills, verbal and non-verbal communication, and may also present with stemming behaviors. The term “autism” was first used by a physician, psychiatrist Eugen Bleuler, in 1908. To the present, several discoveries and considerations have been made. At this time, autism is best described as a disorder encompassing various degrees of challenge in social skills, verbal and non-verbal communication, and stemming behaviors. Secondary to the variations in functional levels of these individuals, the diagnosis given is autism spectrum disorder. Though thought of a a diagnosis associated with boys, autism characteristics in girls were later identified.
Next, let’s look at some examples.
For example, though an individual may consider socializing experiences as significantly awkward and demonstrate difficulty interpreting non-verbal communication, the individual may live independently. The individual may also be an entrepreneur who works from home. This provides opportunities for sensory adaptations. This individual may be described as being on the higher end of the autism spectrum.
On the other hand, another person may require assistance with all self-care skills: eating, dressing, bathing, and hygiene.
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#2 – What is High-functioning Autism
First, let’s clear up a common misunderstanding. Autism spectrum disorder is a diagnosis. The term “high-functioning autism” describes the functional level an individual demonstrates. High-functioning autism is not a diagnosis.
Furthermore, I think of autism spectrum disorder as an individual’s unique way of seeing, hearing, feeling, sensing, interpreting, and interacting with the world in a different way as compared to others. As I work with these individuals, I am continually inspired and awed by their ideas and ways of processing information. I am grateful for the opportunity to be a part of their world.
#3 – What is High-Functioning Autism in Girls?
Furthermore, identifying characteristics of high-functioning autism in girls is significantly more challenging as the symptoms are more subtle. At the same time, it is important to note that the high anxiety in these individuals may be masked by social skills they learn from others. Though they may appear “ok,” inside they may be terrified by environmental stimuli around them. Let’s discover characteristics identified in girls with high-functioning autism. See the list below.
1. Learns socialization skills in group settings by imitating facial or verbal expressions
2. May be concerned about offending or disappointing others
3. Will agree with others, even if she does not agree
4. Feels alone and socially challenged
5. Highly sensitive and empathetic
6. At risk for being taken advantage of due to difficulties understanding social cues
7. At risk for being bullied, due to peers identifying individual as appearing different
#4 – School-Based Observations
Furthermore, let’s consider some of the characteristics observed in girls with high-functioning autism in the school setting.
1. Avoids group activities if a friend is not present
2. Avoids eye contact
3. States understanding of the math problem, even if the problem still does not make sense
4. Expressionless face, flat affect, neutral tone in voice
5. Avoids events where there are many people and noise; school pre-game pep rallies
6. During lunch, reads a book or works on homework if there is no friend to sit with
7. Appears to overreact emotionally; demonstrates outbursts, has melt-downs out of proportion to the event that preceded the behavior
8. Sensitive to sounds, lights, textures, temperatures, smells
9. Experiences various symptoms such as stomach upset, headache or other similar concerns before an anticipated uncomfortable social activity, group, or other social event
10. Difficulty composing words to ask for help; challenges with verbal expression, particularly articulating questions related to an Algebra problem
Conclusion
In conclusion, it is important to recognize that the term “autism” is a broad term. This explains why autism is broken into parts, which is commonly referred to as a spectrum, meaning that there are different functional levels of autism. High-functioning autism in girls does not show itself in the same way as in boys. Though symptoms in girls may be more subtle, it is important to be aware of these characteristics at school. Accommodations will increase their ability to learn and to survive the academic setting.
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