The Camouflaging Experiences of Adolescent Autistic Females in Inclusion

Abstract

Although autistic females often “camouflage” their autism, few studies have examined the degree to which adolescent females demonstrate these behaviors, especially in integrated school settings. Using quantitative and qualitative analyses, this study examined the extent, domains, costs, and benefits of autistic females’ school-based camouflaging. Twenty-two autistic female adolescents, all of whom were integrated for the majority of the school day, answered rating and interview questions; their mothers separately answered identical questions and filled out demographic questionnaires. Results revealed that autistic females camouflage most often in general education classrooms and with teachers and neurotypical peers that they don’t know well; least often at home or with neuro-divergent friends. Both benefits and costs to camouflaging were noted, and frequencies of camouflaging correlated across school-related domains of people, settings, costs, and benefits. In open-ended interviews, both daughters and (separately) their mothers highlighted the importance of social interactions and camouflaging’s negative impacts. Daughters also identified their autistic identity; mothers spoke of their journey to find a diagnosis for their daughters. Implications for research and practice are discussed.