Express yourself! A comparison of how autistic boys and girls communicate through joint attention and expressive Language

Abstract Language and communication differences are core characteristics of autism, but few studies have explored the associations of joint attention and communication behaviours in young autistic children. The current study explores caregiver-reported measures of expressive language and joint attention behaviours from birth to age 3, noting differences between autistic and non-autistic children, as well as gender differences. Secondary data analyses exploring links between different aspects of expressive language and joint attention on the Longitudinal Study of Australian Children population cohort. multivariate test of means statistical analysis conducted in StataMP17 to explore the associations of expressive language, joint attention, autism, and gender. Statistically significant differences between autistic and non-autistic children for all but one of the variables regarding joint attention and expressive language. Differences in social pretend play and number of words known at age 3 between autistic and non-autistic children were most statistically significant. Joint attention measures are effective in differentiating autistic and non-autistic boys. Social pretend play at age 3 is also effective in differentiating autistic and non-autistic girls, and autistic boys and girls. It is highly likely to be able to differentiate between autistic boys and girls through social pretend play behaviours at age 3. These differences were observed despite the small sample size of only girls, and the analyses suggested that social pretend play behaviours may be more important differentiators of autistic boys and girls than speech or language outcomes. The implications of these findings for education and diagnostic approaches are discussed.