Till startsida
University of Gothenburg
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Girls with ADHD and/or autism spectrum disorder (ASD) from childhood to adulthood

Participants: Svenny Kopp, Christopher Gillberg & Sebastian Lundström.

Background: The vast majority of research studies on ADHD and autism spectrum disorders (ASD) are conducted on boys and official reports have long been calling for increased knowledge on these diagnoses in girls. There may be gender differences in the symptomatology of ADHD and ASD and cross-sectional studies of girls with these diagnoses clearly show that many girls remain unidentified, or wrongly diagnosed. The longitudinal studies conducted on girls with ADHD suggest that these girls are at even greater risk than boys of psychosocial marginalisation. These studies are however limited to the teenage years and not designed to capture outcome pertaining to functioning in adult life.

Method: The projected study will be a ten-year follow-up of 100 girls/women and 60 boys/men who in childhood, due to early-onset attention and social interaction problems, have undergone extensive clinical neuropsychiatric assessments and have been diagnosed with ADHD and/or ASD. The girls will be offered to take part in clinical examinations as well as fill out questionnaires. DNA will be collected from the girls and they will be followed up through public records.

Aim: The overall aim is to map out: 1. The outcome for girls with ADHD and/or ASD in adult life with regard to psychosocial marginalisation. 2. Are different constellations of psychiatric symptoms related to increased psychosocial marginalisation? 3. Do the developmental profiles of girls differ from those of boys with regard to early symptoms, prognostic factors or type of psychosocial marginalisation?

The study will be of importance in planning support measures and educational needs aimed at improving the living conditions for these girls.

The initial study formed the basis of Svenny Kopp's dissertation "Girls with Social and/or Attention Impairments" (2010).


Kopp, S., & Gillberg, C. (2011). The Autism Spectrum Screening Questionnaire (ASSQ)-Revised Extended Version (ASSQ-REV): an instrument for better capturing the autism phenotype in girls? A preliminary study involving 191 clinical cases and community controls. Research in Developmental Disabilities, 32, 2875-2888.

Kopp, S., Beckung, E., & Gillberg, C. (2010). Developmental coordination disorder and other motor control problems in girls with autism spectrum disorder and/or attention-deficit/hyperactivity disorder. Research in Developmental Disabilities, 31, 350-361.

Kopp, S., Kelly, K.B., & Gillberg, C. (2010). Girls with social and/or attention deficits: a descriptive study of 100 clinic attenders. Journal of Attention Disorders, 14, 167-181.

Åsberg, J., Kopp, S., Berg-Kelly, K., & Gillberg, C. (2010). Reading comprehension, word decoding and spelling in girls with autism spectrum disorders (ASD) or attention-deficit/hyperactivity disorder (AD/HD): performance and predictors. International Journal of Language and Communication, 45, 61-71,

Kopp, S., & Gillberg, C. (2003). Swedish child and adolescent psychiatric out-patients--a five-year cohort. European Child & Adolescent Psychiatry, 12, 30-35.

Kopp, S., & Gillberg, C. (1992). Girls with social deficits and learning problems: Autism, atypical Asperger syndrome or a variant of these conditions. European Child & Adolescent Psychiatry, 1, 89-99.


Page Manager: Anna Spyrou|Last update: 1/21/2013

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