- Camouflage kunsten: Kønnenes forskellige sociale adfærd, piger og drenge med ASF
Vanskeligheder med sociale relationer er længe blevet identificeret som et væsentligt problem for børn med ASF. De fleste undersøgelser beskriver drenges sociale adfærd; Vi har ofte svært ved at identificere og diagnosticere piger med ASF, især dem uden kognitive problemer.
Underdiagnosticering af piger kan skyldes, hvad der er beskrevet som "camouflagehypotesen". Piger beskrives som bedre end drenge til at "camouflere" deres symptomer på ASF, og til at anvende kompenserende adfærd, der hjælper med at skjule eller dække over deres sociale udfordringer.
Dette foredrag vil omhandle forskningen omkring drenge og piger, både neurotypiske og med ASF i deres skolemiljøer. Vi vil undersøge deres relationer, venskaber og bredden af det sociale netværk i skolen.
I foredraget vil der være fokus på hvilke interventioner, der er nødvendige i forhold til barnets alder og køn, især i deres hverdagsmiljøer, såsom skole.
- The Art of Camouflage: Gender differences in the social behaviors of girls and boys with ASD
Difficulties in social relationships have long been identified as a significant issue for children with ASD. Most studies describe the social behavior of boys; we often have difficulty identifying and diagnosing girls with ASD, especially those without cognitive impairment.
The under-diagnosis of girls may be due to what is described as the camouflage hypothesis. Girls are described as being better able than boys to “camouflage” their symptoms of ASD, and to use compensatory behaviors that help to hide or cover up social challenges.
This talk will describe research on boys and girls, both neurotypical and with ASD in their school environments.
We will examine their relationships, friendships, and school wide social networks.
Discussion will center on interventions that are needed based on age and gender of children, particularly in their natural environments, such as school.
Connie Kasari, Ph.D.
University of California, Los Angeles, Professor of Human Development and Psychiatry.
She received her Ph.D. from the University of North Carolina at Chapel Hill and was a NIMH postdoctoral fellow at the Neuropsychiatric Institute at UCLA.
Since 1990 she has been on the faculty at UCLA where she teaches both graduate and undergraduate courses, and has been the primary advisor to more than 60 PhD students.
She is a founding member of the Center for Autism Research and Treatment at UCLA. Her research aims to development novel, evidence-tested interventions implemented in community settings.
Recent projects include targeted treatments for early social communication development in at risk infants, toddlers and preschoolers with autism, and peer relationships for school aged children with autism. She leads several large multi-site studies including a network on interventions for minimally verbal school aged children with ASD, and a network that aims to decrease disparities in interventions for children with ASD who are under-represented in research trials.
She is on the science advisory board of the Autism Speaks Foundation, and regularly presents to both academic and practitioner audiences locally, nationally and internationally.