Autistic and non‐autistic transgender youth are similar in gender development and sexuality phenotypes

IF 2.6 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL
Abigail L. Fischbach, Andy Hindenach, Anna I. R. van der Miesen, Ji Seung Yang, Olivia J. Buckley, Minneh Song, Laura Campos, John F. Strang
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引用次数: 0

Abstract

Increasing rhetoric regarding the common intersection of autism and gender diversity has resulted in legislation banning autistic transgender youth from accessing standard of care supports, as well as legislative efforts banning all youth gender care in part justified by the proportional over‐occurrence of autism. Yet, no study has investigated whether autistic and non‐autistic transgender youth present fundamentally different gender‐related phenotypes. To address this gap, we extensively characterized autism, gender diversity, and sexuality among autistic and non‐autistic transgender binary youth (N = 66, Mage = 17.17, SDage = 2.12) in order to investigate similarities and/or differences in gender and sexuality phenotypes. Neither autism diagnostic status nor continuous autistic traits were significantly related to any gender or sexuality phenotypes. These findings suggest that the developmental and experiential features of gender diversity are very similar between autistic and non‐autistic transgender adolescents. Future research is needed to determine whether the similarity in profiles is maintained over time into adulthood.
自闭症和非自闭症变性青年在性别发展和性行为表型方面相似
有关自闭症和性别多样性的共同交叉点的言论越来越多,导致立法禁止自闭症变性青少年获得标准护理支持,以及立法禁止所有青少年性别护理,部分理由是自闭症的比例过高。然而,还没有研究调查过自闭症和非自闭症变性青少年是否呈现出根本不同的性别相关表型。为了填补这一空白,我们对自闭症和非自闭症变性二元青年(人数 = 66,年龄平均值 = 17.17,平均年龄 = 2.12)的自闭症、性别多样性和性行为进行了广泛的特征描述,以研究性别和性行为表型的相似性和/或差异。自闭症诊断状态或持续自闭症特征均与任何性别或性行为表型无明显关系。这些研究结果表明,自闭症和非自闭症变性青少年在性别多样性的发展和经验特征方面非常相似。今后还需要进行研究,以确定这种相似性是否会随着时间的推移一直保持到成年。
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来源期刊
British Journal of Developmental Psychology
British Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
4.50
自引率
0.00%
发文量
38
期刊介绍: The British Journal of Developmental Psychology publishes full-length, empirical, conceptual, review and discussion papers, as well as brief reports, in all of the following areas: - motor, perceptual, cognitive, social and emotional development in infancy; - social, emotional and personality development in childhood, adolescence and adulthood; - cognitive and socio-cognitive development in childhood, adolescence and adulthood, including the development of language, mathematics, theory of mind, drawings, spatial cognition, biological and societal understanding; - atypical development, including developmental disorders, learning difficulties/disabilities and sensory impairments;
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