Design and content validity by expert judgment of two questionnaires for parents and teachers on psychosocial and educational factors in children with autism spectrum disorder
DOI:
https://doi.org/10.37354/riee.2026.267Keywords:
autism, inclusive education, content validity, questionnaires, contextual factorsAbstract
The present article aims to describe the design and content validation processes for two questionnaires intended to assess psychosocial and educational factors associated with children diagnosed with Autism Spectrum Disorder (ASD). The questionnaire for parents or caregivers, comprising 62 items, evaluates factors across psychosocial, educational, recreational, social relationships, and autonomy dimensions in children aged 7 to 12 years with an ASD diagnosis who attend mainstream primary schools. In turn, the questionnaire for primary-level teachers or support staff, consisting of 21 items, examines aspects related to the educational institution and the inclusive teaching strategies implemented in the schools where the evaluated students attend. Content validation was carried out using the individual aggregation technique with expert judges. The results showed a high level of agreement among experts across all items of both questionnaires regarding clarity, coherence, relevance, and sufficiency, demonstrating that the instruments possess adequate content validity for future use. Thus, the questionnaires proved to be clear, coherent, relevant, and sufficient for assessing the psychosocial and educational factors affecting children, jointly providing a valuable tool for research, teacher training, and practices in inclusive education and neurodiversity.
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