While the prevalence rate for students with ASD continues to increase, the number of girls identified with ASD has continued to remain constant over the decades. Boys with ASD are diagnosed four times more often than girls. There are several reasons in the literature suggesting why girls on the spectrum are being underidentified.

Participants will learn why there is a gender gap in the identification of ASD and if a referral bias may exist and if so, what can we do about it. Participants will also learn how stereotypical female traits may impact receiving a diagnosis of ASD. Participants will also learn about the terminology used to describe how girls on the spectrum behave and how it manifests ultimately contributing to misdiagnoses and/or later diagnosis of ASD than their male counterparts. The workshop will also cover common co-morbid conditions that girls with ASD are more likely to have.

The workshop will conclude with practical things that educators and evaluators can do to ensure that girls who are identified on the spectrum get the support they need to successfully navigate through school and have positive post-school outcomes.