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FEM-A Questionnaire: Assessment Tool for Level 1 Autism in Women

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Titel: FEM-A Questionnaire: Assessment Tool for Level 1 Autism in Women
Autoren: Estefanía Ortas de Haro, Ester Ayllón-Negrillo
Quelle: Education Sciences, Vol 15, Iss 9, p 1242 (2025)
Verlagsinformationen: MDPI AG, 2025.
Publikationsjahr: 2025
Bestand: LCC:Education
Schlagwörter: inclusion, education, level 1 autism spectrum disorder, women, female phenotype of ASD, questionnaire, Education
Beschreibung: Inclusive education requires tools that are sensitive to neurocognitive diversity and capable of identifying profiles that have historically remained overlooked. In the case of autism, women are frequently underdiagnosed due to more subtle manifestations, social camouflaging strategies, and biases in traditional diagnostic instruments, which have been developed primarily based on male samples. This lack of detection limits access to appropriate educational support and hinders equitable intervention. In response to this need, the present study developed and validated a self-report questionnaire for the detection of Level 1 Autism Spectrum Disorder (ASD) in women over 16 years of age. A total of 47 items were initially created and later reduced to a 19-item unifactorial model after exploratory and confirmatory factor analyses. The model explained 68.2% of the variance and showed good fit indices (RMSEA = 0.061; CFI = 0.920; TLI = 0.905; SRMR = 0.047), as well as high internal consistency (α = 0.962), temporal stability (r = 0.948), and discriminative power (AUC = 0.961). This instrument can contribute to teacher training and the implementation of fairer educational practices by facilitating the identification of the female autism phenotype and promoting learning environments where all individuals can thrive.
Publikationsart: article
Dateibeschreibung: electronic resource
Sprache: English
ISSN: 2227-7102
Relation: https://www.mdpi.com/2227-7102/15/9/1242; https://doaj.org/toc/2227-7102
DOI: 10.3390/educsci15091242
Zugangs-URL: https://doaj.org/article/7a26c8fd9a6c40129637e9dbe63273b5
Dokumentencode: edsdoj.7a26c8fd9a6c40129637e9dbe63273b5
Datenbank: Directory of Open Access Journals
Beschreibung
Abstract:Inclusive education requires tools that are sensitive to neurocognitive diversity and capable of identifying profiles that have historically remained overlooked. In the case of autism, women are frequently underdiagnosed due to more subtle manifestations, social camouflaging strategies, and biases in traditional diagnostic instruments, which have been developed primarily based on male samples. This lack of detection limits access to appropriate educational support and hinders equitable intervention. In response to this need, the present study developed and validated a self-report questionnaire for the detection of Level 1 Autism Spectrum Disorder (ASD) in women over 16 years of age. A total of 47 items were initially created and later reduced to a 19-item unifactorial model after exploratory and confirmatory factor analyses. The model explained 68.2% of the variance and showed good fit indices (RMSEA = 0.061; CFI = 0.920; TLI = 0.905; SRMR = 0.047), as well as high internal consistency (α = 0.962), temporal stability (r = 0.948), and discriminative power (AUC = 0.961). This instrument can contribute to teacher training and the implementation of fairer educational practices by facilitating the identification of the female autism phenotype and promoting learning environments where all individuals can thrive.
ISSN:22277102
DOI:10.3390/educsci15091242