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      Research Review: A systematic review and meta‐analysis of sex differences in narrow constructs of restricted and repetitive behaviours and interests in autistic children, adolescents, and adults

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          Abstract

          Background

          Evidence that autism often manifests differently between males and females is growing, particularly in terms of social interaction and communication, but it is unclear if there are sex differences in restricted and repetitive behaviours and interests (RRBIs) when rigorously focusing on the narrow construct level (i.e., stereotyped behaviour, restricted interests, insistence on sameness, and/or sensory experiences).

          Methods

          We conducted a systematic review and four random effects meta‐analyses investigating sex differences in narrow construct measures of RRBIs in autistic children, adolescents, and adults (Prospero registration ID: CRD42021254221). Study quality was appraised using the Newcastle‐Ottawa Quality Assessment Scale.

          Results

          Forty‐six studies were narratively synthesised and 25 of these were included in four random effects meta‐analyses. Results found that autistic males had significantly higher levels of stereotyped behaviours (SMD = 0.21, 95% confidence interval (CI) [0.09, 0.33], p < .001) and restricted interests (SMD = 0.18, 95% CI [0.07, 0.29], p < .001) compared to autistic females. In contrast, there were no significant sex differences for sensory experiences (SMD = −0.09, 95% CI [−0.27, 0.09], p = .32) and insistence on sameness (SMD = 0.01, 95% CI [−0.03, 0.05], p = .68). The findings from the narrative synthesis were generally consistent with those from the meta‐analyses and also found qualitative sex differences in the way RRBIs manifest.

          Conclusions

          Our findings show significant differences in narrowly defined RRBIs in males and females. Practitioners need to be aware of such differences, which could be contributing to the under‐recognition of autism in females and may not be captured by current diagnostic instruments.

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          Most cited references90

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          The PRISMA 2020 statement: an updated guideline for reporting systematic reviews

          The Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) statement, published in 2009, was designed to help systematic reviewers transparently report why the review was done, what the authors did, and what they found. Over the past decade, advances in systematic review methodology and terminology have necessitated an update to the guideline. The PRISMA 2020 statement replaces the 2009 statement and includes new reporting guidance that reflects advances in methods to identify, select, appraise, and synthesise studies. The structure and presentation of the items have been modified to facilitate implementation. In this article, we present the PRISMA 2020 27-item checklist, an expanded checklist that details reporting recommendations for each item, the PRISMA 2020 abstract checklist, and the revised flow diagrams for original and updated reviews.
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            Diagnostic and Statistical Manual of Mental Disorders

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              What Is the Male-to-Female Ratio in Autism Spectrum Disorder? A Systematic Review and Meta-Analysis

              To derive the first systematically calculated estimate of the relative proportion of boys and girls with autism spectrum disorder (ASD) through a meta-analysis of prevalence studies conducted since the introduction of the DSM-IV and the International Classification of Diseases, Tenth Revision.
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                Author and article information

                Contributors
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                Journal
                Journal of Child Psychology and Psychiatry
                Child Psychology Psychiatry
                Wiley
                0021-9630
                1469-7610
                January 2024
                July 23 2023
                January 2024
                : 65
                : 1
                : 4-17
                Affiliations
                [1 ] Doctorate in Educational Psychology University of Southampton Southampton UK
                [2 ] Hampshire and Isle of Wight Educational Psychology Service (HIEP) Havant UK
                [3 ] Centre for Innovation in Mental Health – Developmental Lab, School of Psychology University of Southampton Southampton UK
                [4 ] Solent NHS Trust Southampton UK
                [5 ] New York University Child Study Center New York NY USA
                [6 ] Division of Psychiatry and Applied Psychology, School of Medicine University of Nottingham Nottingham UK
                Article
                10.1111/jcpp.13855
                37793673
                02860fc0-0f6b-4624-b2b4-50b9a2f39621
                © 2024

                http://creativecommons.org/licenses/by/4.0/

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