Autistic Teens and the Cognitive Cost of Masking
Many autistic teens adopt behaviors to mask their traits, essentially “passing” as non-autistic in social situations. A recent study, however, highlights the hidden cognitive toll of this behavior. By using EEG technology, researchers found that these teens respond more quickly to faces and exhibit muted emotional responses, suggesting their brains may adapt to meet social expectations.
This marks the first time direct evidence has been collected that shows how masking affects brain activity, which could help in identifying and supporting autistic teens who often go unnoticed in educational environments.
Key Findings
- Brain Differences: Teens who mask their autism demonstrate quicker facial recognition and less emotional reaction.
- Prevalence of Masking: A significant 44% of autistic teens in the study appeared non-autistic in school settings.
- Need for Support: These insights emphasize the necessity to better identify and assist autistic teens who engage in masking behaviors.
The study conducted by researchers at Drexel University’s A.J. Drexel Autism Institute provides valuable insights into the unique brain functions of those who pass as non-autistic, helping to better understand the mental burdens that accompany this form of social coping.
Utilizing EEG to measure brainwave patterns, the researchers found that teens who presented as non-autistic exhibited quicker automatic facial recognition and a less pronounced emotional response to subtle expressions.
Matthew Lerner, the study’s lead author, emphasized that this phenomenon illustrates how these teens might be neurologically wired to quickly pick up on social cues while suppressing emotional reactions, perhaps as a way to prepare for or manage social interactions.
“This provides the first concrete evidence of the differences in brain activity among those who mask autism, shedding light on the often-overlooked mental effort involved in this behavior,” Lerner stated. “It could change our understanding of the psychological impact of masking.”
Published in Scientific Reports, the research revealed that nearly half of the autistic teens recruited from local communities were able to pass as non-autistic in classrooms—meaning their teachers wouldn’t recognize them as autistic.
The teens in the “passed as non-autistic” category showed faster brain responses when viewing faces and exhibited less emotional brain activity in reaction to subtle facial emotions.
Lerner noted that these findings reveal how autistic teens who manage to pass process social cues differently from both their non-autistic peers and those who do not mask their autism.
The research suggests there may actually be more autistic teens managing to pass than previously recognized, but it also underscores the need for more expansive research to validate this. The data gathered was part of a larger study funded by the National Institute of Mental Health, focusing on various factors influencing social outcomes in autistic teens. Importantly, it sought participants without requiring a prior autism diagnosis, which allowed for the inclusion of those who might otherwise go without support.
The criteria for identifying the “passing as non-autistic” group involved comparing displayed autism features in a clinical setting against those observed by teachers and parents. This methodology helped clarify the definition of “passing,” as those identified unambiguously met autism criteria according to diagnostic measures but showed minimal indications of autism in school environments.
The EEG data were collected during a standardized task where participants viewed various faces and rated their emotions. The brainwave responses indicated how individuals differentiated between faces and non-face objects, along with their emotional regulation to stimuli.
Lerner hopes this research will encourage further investigation into identifying autistic youth who are adept at passing and explore the cognitive efforts involved, ultimately leading to improved support systems for these individuals.
