Palabras clave
diagnóstico tardío
experiencias universitarias
desactualización profesional
educación inclusiva
Cómo citar
Resumen
Esta investigación explora las experiencias universitarias de mujeres autistas con diagnóstico tardío en Hispanoamérica, mediante un enfoque mixto. Se utilizó un diseño cuantitativo descriptivo y un análisis cualitativo basado en el Análisis Temático Reflexivo (ATR), con una muestra de 100 mujeres autistas con diagnóstico formal. Los resultados revelan la falta de actualización sobre el autismo entre profesionales de la salud y la educación, lo que limita la implementación de ajustes razonables en el ámbito universitario, contribuyendo a la violencia pedagógica y a la falta de actualización profesional. Además, se identificaron dificultades en la comunicación, las relaciones interpersonales y las exigencias académicas, lo que incrementa el riesgo de deserción y comorbilidades de salud mental. Los hallazgos subrayan la necesidad urgente de políticas inclusivas que garanticen una educación equitativa para las mujeres autistas.Citas
Accardo, A., Bean, K., Cook, B., Gillies, A., Edgington, R., Kuder, S., & Bomgardner, E. (2019). College access, success, and equity for students on the autism spectrum. Journal of Autism and Developmental Disorders, 49, 4877–4890. https://link.springer.com/article/10.1007/s10803-019-04205-8A
American Psychiatric Association. (2022). DIAGNOSTIC AND STATISTICAL MANUAL OF MENTAL DISORDERS, FIFTH EDITION, TEXT REVISION DSM-5-TR (FifthText Revision). American Psychiatric Association.
Au-Yeung, S. K., Bradley, L., Robertson, A. E., Shaw, R., Baron-Cohen, S., & Cassidy, S. (2018). Experience of mental health diagnosis and perceived misdiagnosis in autistic, possibly autistic, and non-autistic adults.Autism,23(6), 1508–1518.https://doi.org/10.1177/1362361318818167
Boldsen, S. (2022). Autism and the Sensory Disruption of Social Experience. Frontiers in Psychology, 13, 874268. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.874268/full
Braun V., Clarke V., Boulton E., Davey L. & McEvoy C. (2020). The online survey as a qualitative research tool, International Journal of Social Research Methodology. https://www.tandfonline.com/doi/abs/10.1080/13645579.2020.1805550
Braun, V. & Clarke, V. (2022a). Conceptual and design thinking for thematic analysis. Qualitative Psychology, 9(1), 3–26. https://www.tandfonline.com/doi/full/10.1080/13645579.2020.1805550
Braun, V. & Clarke, V. (2022b). THEMATIC ANALYSIS: A Practical Guide. SAGE Publications Inc.
Braun, V. & Clarke, V. (2020). Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern-based qualitative analytic approaches. Counselling and Psychotherapy Research, 21(1), 37–47.
Carbajal, J., Riveros, C., Robinson, S. y Farías, V. (2021). Influencia de las expectativas de género en las dificultades diagnósticas en mujeres con trastorno del espectro autista.Revista de Estudiantes de Terapia Ocupacional,8(1), 64–82. http://www.reto.ubo.cl/index.php/reto/article/view/110
Cassidy, S., Gould, K., Townsend, E., Pelton, M., Robertson, A. E., & Rodgers, J. (2020). Is camouflaging autistic traits associated with suicidal thoughts and behaviors? Expanding the interpersonal psychological theory of suicide in an undergraduate student sample. Journal of Autism and Developmental Disorders, 50, 3638–3648. https://link.springer.com/article/10.1007/s10803-019-04323-3
Cheriyan, C., Shevchuk-Hill, S., Riccio, A., Vincent, J., Kapp, S. K., Cage, E., Dwyer, P., Kofner, B., Attwood, H., & Gillespie-Lynch, K. (2021). Exploring the career motivations, strengths, and challenges of autistic and non-autistic university students: Insights from a participatory study. Frontiers in Psychology, 12, 719827. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2021.719827/full
Darazsdi, Z., & Bialka, C. (2023). “Oh, you could not be autistic”: Examining anti-autistic bias and self-esteem in the therapeutic alliance.Autism,27(7), 2124-2134. https://journals.sagepub.com/doi/abs/10.1177/13623613231154622
Driver, B., & Chester, V. (2021). The presentation, recognition, and diagnosis of autism in women and girls.Advances in Autism,7(3), 194-207. https://www.proquest.com/openview/3c1f4471e668826b5a7eeef4414cf1a4/1?pq-origsite=gscholar&cbl=2050554
Dwyer, P., Mineo, E., Mifsud, K., Lindholm, C., Gurba, A., & Waisman, T. C. (2023). Building neurodiversity-inclusive postsecondary campuses: Recommendations for leaders in higher education. Autism in Adulthood. https://www.liebertpub.com/doi/full/10.1089/aut.2021.0042
Edelson, S., Nicholas, D., Stoddart, K. P., Bauman, M., Mawlam, L., Lawson, W., Jose C., M., R., & Wright, S. D. (2021). Strategies for research, practice, and policy for autism in later life: A report from a think tank on aging and autism. Journal of Autism and Developmental Disorders, 51, 382–390. https://link.springer.com/article/10.1007/s10803-020-04514-358
Elias, R., & White, S. (2018). Autism goes to college: Understanding the needs of a student population on the rise.Journal of autism and developmental disorders,48, 732–746. https://link.springer.com/article/10.1007/s10803-017-3075-7
Hamdani, Y., Kassee, C., Walker, M., Lunsky, Y., Gladstone, B., Sawyer, A., Ameis, S., Desarkar, P., Szatmari, P., & Lai, M. C. (2023). Roadblocks and detours on pathways to a clinical diagnosis of autism for girls and women: A qualitative secondary analysis.Women's Health,19, 17455057231163761. https://journals.sagepub.com/doi/full/10.1177/17455057231163761
Hervas, A. (2022). GÉNERO FEMENINO Y AUTISMO: INFRADETECCIÓN Y MISDIAGNÓSTICOS. Revista Medicina de Buenos Aires, 82(1), 37–4. http://www.scielo.org.ar/scielo.php?pid=S0025-76802022000200037&script=sci_abstract&tlng=en
Jadav, N., & Bal, V. (2022). Associations between co-occurring conditions and age of autism diagnosis: Implications for mental health training and adult autism research. Autism Research, 15(11), 2112–2125. https://onlinelibrary.wiley.com/doi/full/10.1002/aur.2808
Jellett, R., & Muggleton, J. (2022). Implications of applying “clinically significant impairment” to autism assessment: commentary on six problems encountered in clinical practice. Journal of Autism and Developmental Disorders, 52(3), 1412–1421. https://link.springer.com/article/10.1007/s10803-021-04988-9
Jenks, E., Selman, F., Harmens, M., Boon, S., Tran, T., Hobson, H., Eagle, S., & Sedgewick, F. (2023). Teaching higher education staff to understand and support autistic students: evaluation of a novel training program. Frontiers in Psychiatry, 14, 1264895. https://www.frontiersin.org/journals/psychiatry/articles/10.3389/fpsyt.2023.1264895/full
Jones, E., Hanley, M., & Riby, D. (2020). Distraction, distress, and diversity: Exploring the impact of sensory processing differences on learning and school life for pupils with autism spectrum disorders.Research in autism spectrum disorders,72, 101515. https://www.sciencedirect.com/science/article/pii/S1750946720300052
Kim, S., Baczewski, L., Pizzano, M., Kasari, C., & Sturm, A. (2023). Discrimination and harassment experiences of autistic college students and their neurotypical peers: Risk and protective factors. Journal of Autism and Developmental Disorders,53(12), 4521-4534. https://link.springer.com/article/10.1007/s10803-022-05729-2
Kõlves, K., Fitzgerald, C., Nordentoft, M., Wood, S., & Erlangsen, A. (2021). Assessment of suicidal behaviors among individuals with autism spectrum disorder in Denmark. JAMA Network Open,4(1), e2033565-e2033565. https://jamanetwork.com/journals/jamanetworkopen/article-abstract/2774853
Lai, M. C., Baron-Cohen, S. y Buxbaum, J. D. (2015). Understanding autism in the light of sex/ gender. Molecular Autism 6, 24 https://doi.org/10.1186/s13229-015-0021-4
Leavy, P. (2017). RESEARCH DESIGN Quantitative, Qualitative, Mixed Methods, Arts-Based, and Community-Based Participatory Research Approaches. A Division of Guilford Publications, Inc.
Leedham, A., Thompson, A., Smith, R., & Freeth, M. (2020). “I was exhausted trying to figure it out”: The experiences of females receiving an autism diagnosis in middle to late adulthood. Autism, 24(1), 135-146. https://journals.sagepub.com/doi/full/10.1177/1362361319853442
Lin, P., Peng, L., Hsiao, R., Chou, W., & Yen, C. (2020). Teacher harassment victimization in adolescents with high-functioning autism spectrum disorder: Related factors and its relationships with emotional problems. International journal of environmental research and public health, 17(11), 4057. https://www.mdpi.com/1660-4601/17/11/4057
Lipinski, S., Boegl, K., Blanke, E. S., Suenkel, U., & Dziobek, I. (2022). A blind spot in mental healthcare? Psychotherapists lack education and expertise for the support.
Lockwood-Estrin, G., Milner, V., Spain, D., Happé, F., & Colvert, E. (2020). Barriers to Autism Spectrum Disorder Diagnosis for Young Women and Girls: A Systematic Review. Journal of Autism and Developmental Disorders 454-470. https://doi.org/10.1007/s40489-020-00225-8
Matusov, E., & Sullivan, P. (2020). Pedagogical violence. Integrative Psychological and Behavioral Science, 54(2), 438–464. https://link.springer.com/article/10.1007/s12124-019-09512-4
McLeod, J., Meanwell, E., & Hawbaker, A. (2019). The experiences of college students on the autism spectrum: A comparison to their neurotypical peers.Journal of autism and developmental disorders,49, 2320-2336. https://link.springer.com/article/10.1007/s10803-019-03910-8
Reaño, E. (2022). El autismo en el Perú: Una mirada desde el Equipo de Investigación y Trabajo en Autismo. Revista 59de Investigaciones de la Universidad Le Cordon Bleu, 9(1), 110-116. https://revistas.ulcb.edu.pe/index.php/REVISTAULCB/article/view/223
Reaño, E. (2023, 16 de mayo) AUTISMO Y TEORÍA POLIVAGAL: LO SENSORIAL Y EL TRAUMA. Autismo y Neurodivergencia. https://ernestoreano.pe/autismo-y-teoria-polivagal-lo-sensorial-y-el-trauma/
Rynkiewicz, A., Janas-Kozik, M., & Słopień, A. (2019). Girls and women with autism. Psychiatry Pol, 53(4), 732-52. https://doi.org/10.12740/PP/OnlineFirst/95098
Seers, K., & Hogg, R. (2023). “Fake it ‘till you make it”: Authenticity and wellbeing in late diagnosed autistic women. Feminism & Psychology,33(1), 23-41. https://journals.sagepub.com/doi/abs/10.1177/09593535221101455
Sille, I., Fernández, S., García, M. & Salami, L. (2022). Estudio preliminar sobre las trayectorias académicas de neurodivergencias, con énfasis en personas autistas, en la educación superior de Argentina e Hispanoamérica. En las IV Jornadas sobre las Prácticas Docentes en la Universidad Pública.
Wilson, R., Thompson, A., Rowse, G., Smith, R., Dugdale, A., & Freeth, M. (2023). Autistic women’s experiences of self-compassion after receiving their diagnosis in adulthood.Autism,27(5), 1336-1347. https://journals.sagepub.com/doi/full/10.1177/13623613221136752
Zener, D. (2019). Journey to diagnosis for women with autism.Advances in autism,5(1), 2-13. https://www.emerald.com/insight/content/doi/10.1108/AIA-10-2018-0041/full/html 60
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Derechos de autor 2025 RICAP (Revista Integradora de la Comunidad Académica en Psicología)