ABSTRACT
Este estudo apresenta o processo de construção e evidências de validade de conteúdo da Escala de Funcionamento Adaptativo para a Deficiência Intelectual (EFA-DI). A EFA-DI foi elaborada a fim de avaliar o funcionamento adaptativo em crianças e adolescentes entre 7 e 15 anos por meio de relato parental, para auxiliar no diagnóstico de Deficiência Intelectual. O processo envolveu cinco etapas: fundamentação teórica; estabelecimento das dimensões e construção dos itens da versão preliminar; análise dos itens por quatro juízes especialistas; análise semântica dos itens pela população-alvo; e estudo piloto. Em sua versão final, 52 itens integram a EFA-DI. Estudos já estão em andamento para finalizar o procedimento de construção da EFA-DI, bem como para investigar suas evidências de validade, fidedignidade e normas de interpretação. Espera-se que a escala contribua às áreas de avaliação psicológica e desenvolvimento infantil no contexto brasileiro. (AU)
This study presents the process of development of the Adaptive Functioning Scale for Intellectual Disability (AFS-ID) and evidence of its content validity. The AFS-ID was conceived to assess the adaptive functioning of children and adolescents, aged between 7 and 15 years, through parental reports, covering Conceptual, Social and Practical domains. The development process involved five steps: designation of the theoretical framework; definition of the dimensions and development of the preliminary version; analysis of the items by four experts; semantic analysis of the items by the target population; and a pilot study. The final version consisted of 52 items. Studies are already in progress to finish the construction of the EFA-DI and to investigate its evidence of validity, reliability and norms of interpretation. We expect that the AFS-ID will contribute to the psychological assessment of childhood development in the Brazilian context. (AU)
Este estudio presenta el proceso de construcción y evidencia de validez de contenido de la Escala de Funcionamiento Adaptativo para la Deficiencia Intelectual (EFA-DI). La EFA-DI fue elaborada para evaluar el funcionamiento adaptativo en niños y adolescentes entre 7 y 15 años por medio de relato parental, para auxiliar en el diagnóstico de Deficiencia Intelectual. El proceso englobó cinco etapas: fundamentación teórica; establecimiento de las dimensiones y construcción de los ítems de la versión preliminar; análisis de los ítems por cuatro jueces especialistas; análisis semántico de los ítems por la población objetivo; y estudio piloto. Otros estudios ya están en marcha para finalizar el procedimiento de construcción de la EFA-DI, así como para investigar sus evidencias de validez, fiabilidad y normas de interpretación. Se espera que la escala contribuya a las áreas de evaluación psicológica y desarrollo infantil en el contexto brasileño. (AU)
Subject(s)
Humans , Child , Adolescent , Intellectual Disability/psychology , Pilot Projects , Reproducibility of ResultsABSTRACT
Abstract Intellectual disability (ID) is a developmental disorder characterized by deficits in intellectual functioning and adaptive behavior. The fifth edition of the Diagnostic and statistical manual of mental disorders (DSM-5) defines adaptive functioning as a severity measure of ID. The availability of tests in the international context to assess this construct has increased in recent years. In Brazil, however, non-systematic assessment of adaptive functioning, such as through observation and interviews, still predominates. The Escala de Funcionamento Adaptativo para Deficiencia Intelectual EFA-DI [Adaptive Functioning Scale for Intellectual Disabilities] is a new instrument developed in Brazil to assess the adaptive functioning of 7- to 15-year-old children and support the diagnosis of ID. This study's objectives were to investigate evidence of validity related to the EFA-DI's internal structure, criterion validity, and reliability. The psychometric analyses involved two statistical modeling types, confirmatory factor analysis (CFA) and item response theory analysis (IRT). These results highlight the EFA-DI scale's strong psychometric properties and support its use as a parental report measure of young children's adaptive functioning. Future studies will be conducted to develop norms of interpretation for the EFA-DI. This study is expected to contribute to the fields of psychological assessment and child development in Brazil.
Subject(s)
Humans , Male , Female , Adolescent , Adult , Middle Aged , Aged , Psychometrics , Adaptation, Psychological , Surveys and Questionnaires , Reproducibility of Results , Intellectual Disability/diagnosis , Brazil , Child , AdolescentABSTRACT
BACKGROUND AND PURPOSE: Dravet syndrome is a rare and severe type of epilepsy in infants. The heterogeneity in the overall intellectual disability that these patients suffer from has been attributed to differences in genetic background and epilepsy severity. METHODS: Eighteen Vietnamese children diagnosed with Dravet syndrome were included in this study. SCN1A variants were screened by direct sequencing and multiplex ligation-dependent probe amplification. Adaptive functioning was assessed in all patients using the Vietnamese version of the Vineland Adaptive Behavior Scales, and the results were analyzed relative to the SCN1A variants and epilepsy severity. RESULTS: We identified 13 pathogenic or likely pathogenic variants, including 6 that have not been reported previously. We found no correlations between the presence or type of SCN1A variants and the level of adaptive functioning impairment or severity of epilepsy. Only two of nine patients aged at least 5 years had an adaptive functioning score higher than 50. Both of these patients had a low frequency of convulsive seizures and no history of status epilepticus or prolonged seizures. The remaining seven had very low adaptive functioning scores (39 or less) despite the variability in the severity of their epilepsy confirming the involvement of factors other than the severity of epilepsy in determining the developmental outcome. CONCLUSIONS: Our study expands the spectrum of known SCN1A variants and confirms the current understanding of the role of the genetic background and epilepsy severity in determining the developmental outcome of Dravet syndrome patients.
Subject(s)
Child , Humans , Infant , Adaptation, Psychological , Asian People , Epilepsies, Myoclonic , Epilepsy , Genetic Background , Intellectual Disability , Multiplex Polymerase Chain Reaction , Population Characteristics , Seizures , Status Epilepticus , Weights and MeasuresABSTRACT
O estudo de problemas de comportamentos na infância, identificando peculiaridades por gênero e escolaridade, é importante na prevenção de problemas futuros. Este artigo teve por objetivo descrever a ocorrência de problemas de comportamento e de funcionamento adaptativo em crianças diferenciadas pelo gênero e pela escolaridade. Buscou-se verificar semelhanças e divergências entre a indicação dos professores e a confirmação diagnóstica pelo TRF. Participaram deste estudo professores de 291 crianças matriculadas em escolas municipais de educação infantil e de ensino fundamental. Foi utilizado o TRF e os dados foram comparados com o teste do Qui-Quadrado. Os meninos apresentaram maior ocorrência de problemas e menor funcionamento adaptativo que as meninas. Escolares, mais que pré-escolares, tiveram comportamentos agressivos, problemas de ansiedade, desafiador opositivo e problemas com atenção. A indicação dos professores, na maior parte das vezes, teve confirmação diagnóstica pelo TRF. Os achados explicitam a importância da avaliação e intervenção precoces no contexto escolar
The study of behavioral problems during the childhood, through identifying peculiarities by gender and education level, is important in preventing future problems. This article aims to describe the occurrence of behavioral problems and adaptive functioning in children, differentiated by gender and education level. We attempted to verify similarities and differences between the indication of teachers and the diagnosis confirmation by TRF. This study included 291 teachers of children enrolled in public schools, both in kindergarten and elementary school. The TRF and the data were used and compared with the chi-square test. Boys demonstrated higher occurrence of problems and lower adaptive functioning than girls. Elementary students demonstrated aggressive behavior, anxiety, oppositional-defiance and attention problems more often than preschoolers. Teachers' indications, in most cases, had the diagnosis confirmation by TRF. These findings clearly demonstrate the importance of early evaluation and intervention in school context