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

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Publicado en:Education Sciences vol. 15, no. 9 (2025), p. 1242-1256
Autor principal: Ortas de Haro Estefanía
Otros Autores: Ayllón-Negrillo Ester
Publicado:
MDPI AG
Materias:
Behavior
Communication
Gender
Questionnaires
Adaptation
Genotype & phenotype
Intellectual disabilities
Autism
Design
Females
Sex Role
Literature Reviews
Social Behavior
Nonverbal Communication
Sex Fairness
Individualized Instruction
Language Impairments
Behavior Patterns
Communication Skills
Language Patterns
Interpersonal Competence
Imitation
Interpersonal Relationship
Environmental Influences
Intellectual Disability
Psychological Patterns
Psychometrics
Expectation
Data Analysis
Social Influences
Autism Spectrum Disorders
Gender Differences
Intellectual Development
Acceso en línea:Citation/Abstract
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Resumen: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:2227-7102
2076-3344
DOI:10.3390/educsci15091242
Fuente:Education Database