Meta-Analysis of Sex Differences in Social and Communication Function in Children With Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder
Bibliographic record
Abstract
Background: Sex differences in the prevalence of neurodevelopmental disorders such as autism (ASD), attention-deficit hyperactivity disorder (ADHD), and obsessive-compulsive disorder (OCD), have been well documented; still studies examining sex differences in social and communication in these disorders remain limited and inconclusive. Methods: Using PRISMA guidelines, a search was performed on studies (2000-2017) examining sex differences in social and communication abilities in ASD, ADHD and OCD compared to controls. Results: Eleven studies met criteria for ASD, 6 studies for ADHD and none met criteria for OCD. No significant sex differences were found between ASD and controls in social (p=0.5), or communication abilities (p=0.5) and between ADHD and controls in social abilities (p=0.7). No studies were identified to evaluate sex differences in communication in ADHD. Significant heterogeneity was noted in all analyses. Type of measure may have partially accounted for some variability between studies. Conclusions: A limited number of studies did not detect sex differences in social and communication abilities in children with ASD and ADHD; however significant heterogeneity was noted. Future larger studies, controlling for type of measure and including adequate numbers of female participants are required to further understand sex differences in these domains.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.003 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".