ABSTRACT
Resumen Los objetivos de este estudio fueron evaluar la prevalencia de aerofagia y balanceo en caballos estabulados atados en un cubículo e investigar la relación del género y edad con las estereotipias. Se observaron 177 caballos mestizos de silla, residentes en una escuela de equitación, de ambos géneros, de 3 a 20 años de edad, distribuidos en tres edificios y mantenidos en las mismas condiciones de manejo. Para el análisis estadístico, de acuerdo al género, los caballos fueron clasificados en 2 grupos: machos castrados (n = 110) and hembras (n = 67). De acuerdo a la edad, los caballos fueron clasificados en 2 grupos: de 3 a 7 años (n = 31) y de 8 a 20 años (n = 146). Durante 3 días consecutivos un único evaluador utilizó un día por edificio observando la presencia o ausencia de aerofagia y balanceo. Cada día fue dividido en 2 periodos de observación: desde las 7:30 a 13:00 y de 14:30 a 20:00 h. Se observaron estereotipias en el 4,5% los caballos; 3,4% de los caballos presentaba aerofagia y 1.1% balanceo. No se observaron caballos que presentaran ambas estereotipias. No se encontró asociación entre la prevalencia de estereotipias y el género o edad de los caballos. Nuestros resultados sugieren que el contacto visual y táctil con otros caballos como ocurre en caballos estabulados atados en un cubículo podría reducir el riesgo de desarrollar balanceo pero no de aerofagia.
Abstract The objectives of this study were to evaluate the prevalence of crib-biting and weaving in horses stabled in tie stalls and to investigate the relationship between gender, age, and stereotypies. One hundred and seventy-seven half-bred saddle horse residents of a riding school, of both genders and between the ages of 3 and 20, distributed in three buildings with the same management conditions, were observed. For the statistical analysis according to gender, the horses were classified into 2 groups: geldings (n = 110) and mares (n = 67). According to age, the horses were classified into 2 groups: namely, 3 to 7 years old (n = 31) and 8 to 20 years old (n = 146). During three consecutive days, a single evaluator spent one day per building observing the presence or absence of crib-biting and weaving. Each given day was divided into 2 periods of observation: from 7:30 to 13:00 and from 14:30 to 20:00. Stereotypies were observed in 4.5% of the horses, i.e., 3.4% of the horses showed crib-biting and 1.1% showed weaving. We did not find horses showing crib-biting and weaving at the same time. No association was found between the prevalence of stereotypies and either gender or age of the horses. Our results suggest that visual and tactile contact with other horses, which occurs in tie-stall housing, could reduce the risk of developing weaving in tie-stall horses but not crib-biting.
Resumo Os objetivos deste estudo foram avaliar a prevalência de aerofagia e balanceamento em cavalos estabulados atados em um cubículo e investigar a relação do gênero e idade com as estereotipagens. Se observaram 177 cavalos mestiços de sela, residentes em uma escola de equitação, de ambos gêneros, de 3 a 20 anos de idade, distribuídos em três edifícios e mantidos nas mesmas condições de manejo. Para a análise estatística, de acordo com o gênero, os cavalos foram classificados em 2 grupos: machos castrados (n = 110) e fêmeas (n = 67). De acordo com a idade, os cavalos foram classificados em 2 grupos: de 3 a 7 anos (n = 31) e de 8 a 20 anos (n = 146). Durante 3 dias consecutivos um único avaliador utilizou um dia por edifício observando a presença ou ausência de aerofagia e balanceamento. Cada dia foi dividido em 2 períodos de observação: desde as 7:30 às 13:00 e de 14:30 às 20:00 h. Se observaram estereotipagem em 4,5% os cavalos; 3,4 % dos cavalos apresentava aerofagia e 1,1 % balanceamento. Não se observaram cavalos que apresentaram ambas estereotipagens. Não se encontrou associação entre a prevalência de estereotipagens e o gênero ou idade dos cavalos. Nossos resultados sugerem que o contato visual e tátil com outros cavalos como ocorre em cavalos estabulados atados em um cubículo poderia reduzir o risco de desenvolver balanceamento mas não de aerofagia.
ABSTRACT
Resumen Según el DSM-IV un niño que emite "a menudo" seis de 18 conductas debe etiquetarse con TDAH. Los maestros generalmente reportan la frecuencia de emisión "anormal". El estudio averiguó la frecuencia de emisión de conductas del TDAH por niños "normales". Maestros de primaria (N = 113) señalaron la frecuencia (0 = nunca; 3 = muy frecuentemente) con la que un niño "normal" emite en clase las conductas del TDAH incluidas en el DSM-IV. Según el 25.7% de los maestros, los niños normales emiten frecuentemente (más de cuatro veces por hora) seis o más conductas del TDAH. Las características sociodemográficas de los maestros y variables del contexto escolar se relacionaron con la frecuencia considerada como normal. Se concluyó que las conductas del TDAH son emitidas muy frecuentemente en clase por los niños normales. El juicio sobre si dicha frecuencia es o no anormal dependerá del subgrupo al que pertenecen los maestros. Por tanto, una misma conducta puede juzgarse como anormal por un maestro y como normal por otro. Los resultados son congruentes con la aproximación psicológica a la conducta anormal que postula que cada observador juzgará como normal o anormal una conducta conforme su propio criterio, determinado por factores culturales.
Abstract According to the DSM-IV a child that "often" emits at least six of 18 behaviors should be diagnosed with ADHD. Generally teachers are the first to report the "abnormal" frequency of behaviors of their students. The study aimed at determining the frequency of emission of ADHD behaviors by a "normal" student during class hours. Elementary school teachers (N = 113) reported in a 4-point scale (0 = never; 3 = very frequently) the frequency with which a "normal" child emits in class the ADHD behaviors included in the DSM-IV. Results showed that according to 25.7% of the teachers, "normal" children emit frequently (i.e., more than four times per hour) six or more ADHD behaviors. Results also showed that the sociodemographic characteristics of the teachers and school-situational variables were related to the frequency of a beha vior that was deemed as normal. It was concluded that ADHD behaviors are emitted quite frequently by normal children du ring class hours. The judgment on whether that frequency is or not normal will depend of the subgroup to which each teacher belongs. Thus, a same behavior could be judged as normal by one teacher and as abnormal by another. The results are in accordance with the psychological approximation to abnormal behavior that states that each observer will judge a behavior as normal or as abnormal according to his/her own criteria determined by cultural standards.
ABSTRACT
El propósito del estudio fue averiguar la influencia del sexo, edad y clase social de maestros de primaria respecto del Trastorno por Déficit de Atención e Hiperactividad (TDAH), sus causas y como tratarlo. El estudio también averiguó la influencia del grado escolar y del tamaño del grupo que atendían los maestros, así como del tipo de escuela en la que trabajaban. Maestros de primaria (N = 691) señalaron si sabían qué era el TDAH y en caso afirmativo escribieron en qué consiste. También escribieron las conductas que creían emitiría en el salón de clases un niño etiquetado y cómo lo tratarían. Los resultados mostraron que en comparación con sus contrapartes, una proporción mayor de mujeres, de maestros mayores de 43 años, de clase social media, que enseñaban en 5°- 6°, que atendían grupos pequeños y de escuelas privadas dijeron saber qué es el TDAH. Estos mismos maestros consideraron que el TDHA se trata de una enfermedad orgánica, esperarían un peor comportamiento de los niños y estarían más inclinados a etiquetarlos. Los maestros dijeron que emplearían técnicas como sentar al niño etiquetado cerca de ellos para fomentar su atención y disminuir su distracción. Los resultados se discuten contrastando el punto de vista psiquiátrico y el psicológico sobre el concepto de conducta anormal.
The purpose of the study was to determine the influence of sex, age and social class of elementary school teachers on their knowledge about the attention deficit hyperactivity disorder (ADHD). The study also determined the influence of the school grade in which the teachers taught, the size of their group and the kind of school in which they worked. Elementary school teachers (N = 691) mentioned whether they knew what ADHD was and if they did, wrote down their definition of ADHD. Teachers also wrote down the specific behaviors they expected from a child with ADHD and how will they treat that child during their classes. Results showed that compared with their counterparts, a greater percentage of women, teachers older than 43 years, of middle social class, that taught in fifth and sixth grades, that had small groups and that worked in private schools said they knew what ADHD was. Those teachers considered that ADHD has an organic cause, expected children to behave worse and be willing to label their students more often than their counterparts. The majority of teachers said they would use strategies such as sitting a student with ADHD next to them to foster his/her attention and to avoid distractions. Results are discussed contrasting the psychiatric and psychological approximations to abnormal behavior.