Autism has historically been identified at significantly higher rates in boys, contributing to assessment frameworks that may not fully capture how autism presents in girls. Emerging research suggests that girls with autism may demonstrate different social communication patterns, restricted interests, and adaptive coping strategies, including masking or camouflaging behaviors that can obscure diagnostic indicators. This session will examine current research on gender differences in autism presentation and the implications for multidisciplinary school-based evaluations. Participants will explore behavioral characteristics more commonly observed in girls, review the influence of masking on observational and interview data, and discuss considerations when interpreting assessment tools commonly used in autism evaluations.