Research on content and psychometric properties of evaluations of functioning and adaptive behaviors in children with intellectual and developmental disabilities in educational settings using ICF / 中国康复理论与实践

Objective To explore the content and the psychometric properties of assessment tools used for evaluating functioning and adaptive behavior in school-age children with intellectual and developmental disabilities within educational settings. Methods The most used assessment tools included Vineland Adaptive Behavior Scales(VABS),Supports Intensity Scale for Children(SIS-C),Strengths and Difficulties Questionnaire(SDQ)and Repetitive Behavior Scale-Revised(RBS-R),for assessing functioning and adaptive behavior children with intellectual and developmental disabili-ties.Employing the framework and methods of the International Classification of Functioning,Disability,and Health(ICF),this research encoded and categorized the assessment dimensions and items of the four tools,and explored their psychometric properties. Results VABS's assessment content was solely focused on activities and participation,including speaking(d330),con-versation(d350),toileting(d530),eating(d550),drinking(d560),basic interpersonal interactions(d710),com-plex interpersonal interactions(d720),changing and maintaining body positions(d410-d429),carrying,moving and handing objects(d430-d449),and walking and moving(d450-d469).SIS-C assessed activities and participa-tion,and environmental factors,including washing oneself(d510),caring for body parts(d520),community life(d910),using transportation(d470),school education(d820),basic learning(d130-d159),looking after one's health(d570),basic interpersonal interactions(d710),and products and technology for education(e130).SDQ fo-cused on body functions,and activities and participation,including emotional functions(b152),global psychoso-cial functions(b122),attention functions(b140),and basic interpersonal interactions(d710).RBS-R focused on body functions,and activities and participation,including involuntary movement reaction functions(b755),invol-untary movement functions(b765),looking after one's health(d570),energy and drive functions(b130),under-taking a single task(d210),carrying out daily routine(d230),attention functions(b140),and handling stress and other psychological demands(d240).VABS was characterized by good specificity and excellent sensitivity.SIS-C demonstrated very good internal consistency,reliability and validity.SDQ was good in internal consistency,with excellent credibility and validity.RBS-R showed good internal consistency,reliability and validity. Conclusion SDQ and RBS-R cover both body functions,and activities and participation,SIS-C covers activity and par-ticipation,and environmental factors,while VABS solely assesses activities and participation.In terms of body functions,the assessment items primarily focus on mental functions(b130-b189)and movement functions(b750-b799).For activities and participation,the tools assess content across eight domains of functioning.Regarding en-vironmental factors,the assessment content mainly includes products and technology for education(e130),as well as design,construction and building products and technology of buildings for public use(e150).VABS,SIS-C,SDQ,and RBS-R are all norm-referenced measures,with moderate to excellent internal consistency,and good to excellent reliability and validity.

Research on the content and psychometric properties of assessment tools of development and adaptive behaviors in children using ICF / 中国康复理论与实践

Objective To analyze the items and psychometric properties of assessment for development and adaptive behavior. Methods The standardized assessments commonly used in evaluation of children development and adaptive behavior were selected such as Pediatric Evaluation of Disability Inventory-Computer Adaptive Test(PEDI-CAT),Vine-land Adaptive Behavior Scales(VABS-Ⅱ),Adaptive Behavior Assessment System(ABAS-Ⅲ),Bayley Scales of Infant and Toddler Development(Bayley-Ⅲ)and Diagnostic Adaptive Behavior Scale(DABS).Using the ICF's classification framework,linking rules and coding methods,this study conducted a content analysis of the mea-surement dimensions and items of the five assessments,and explored the psychometric properties. Results PEDI-CAT items covered ICF categories such as washing oneself(d510),caring for body parts(d520),toileting(d530),eating(d550),drinking(d560),looking after one's health(d570),basic interpersonal interactions(d710),complex interpersonal interactions(d720),changing basic body position(d410),maintaining body position(d415),and fine hand use(d440),among others.VABS-Ⅱ items covered speaking(d330),conversation(d350),washing oneself(d510),caring for body parts(d520),using transportation(d470),acquisition of goods and ser-vices(d620),basic interpersonal interactions(d710),complex interpersonal interactions(d720),changing body position(d410),and maintaining body position(d415).ABAS-Ⅲ items covered speaking(d330),communicating with-receiving-nonverbal messages(d315),reading(d166),recreation and leisure(d920),community life(d910),handling stress and other psychological demands(d240),looking after one's health(d570),and acquiring,keep-ing and terminating a job(d845).Bayley-Ⅲ items covered memory functions(b144),thought functions(b160),speaking(d330),fine hand use(d440),walking(d450),basic interpersonal interactions(d710),carrying out daily routine(d230),and recreation and leisure(d920).DABS items covered higher-level cognitive functions(b164),reading(d166),basic economic transactions(d860),basic interpersonal interactions(d710),solving problems(d175),handling stress and other psychological demands(d240),carrying out daily routine(d230),and using transportation(d470).All the five assessments were norm-referenced measures.PEDI-CAT had high discrimina-tive validity and reliability,with computer-adaptive testing enabling more precise measurement of children's func-tional levels.VABS-Ⅱ possessed good reliability and validity,with multiple versions for different age and ability levels.ABAS-Ⅲ offered a wide range of adaptive behavior measures with medium to good reliability and validi-ty.Bayley-Ⅲ had excellent internal consistency and test-retest reliability,while DABS showed high validity and reliability indices.The five assessments had high applicability,including norms for different groups and versions for various cultural and language contexts. Conclusion The items of assessments involves multiple ICF categories at the levels of body functions,and activities and participation,mainly focusing on the areas of intellectual functions,high-level cognitive functions,and ability of daily living.All five assessments are norm-referenced and multidimensional,structured assessment tools with strong reliability,validity and applicability.

Effects of physical fitness training on social adaptive behavior of children with global developmental delay / 中国儿童保健杂志

【Objective】 To explore the effect of physical fitness training on social adaptive behavior of children with global developmental delay (GDD), in order to provide treatment experience for GDD children. 【Methods】 From November 2021 to December 2022, a total of 60 children with GDD diagnosed and treated in the Third Affiliated Hospital of Jiamusi University were enrolled in this study, and were randomly divided into control group (n=30) and test group (n=30).The control group received routine rehabilitation treatment, and the test group received physical fitness training additionally.The intervention lasted for 12 weeks, with the frequency of 3times/week, 30min/time.All subjects were tested for physical fitness and children′s social adaptive behavior before and after training. 【Results】 Before treatment, the difference between the results of physical fitness test and social adaptive behavior scores of the GDD children in two groups was not statistically significant (P>0.05).After 3 months of treatment, the physical fitness test scores, except body mass index (BMI), and social adaptive behavior scores of the GDD children in two groups were significantly different from those before treatment (P<0.05), and the physical fitness test scores (except for height, weight and BMI) and the social adaptive behavior of the test group were better than those of the control group (t=2.363,4.020,3.331,3.338,P<0.05). 【Conclusion】 Physical fitness training can significantly improve the adaptive behavior, independent function, cognitive function and social/self-control ability of GDD children.

Cognitive and social adaptation in autism spectrum disorder: A prospective cohort study

ABSTRACT BACKGROUND: During development, children face a number of demands and cognitive, behavioral, and social challenges necessary for growth. Cognitive skills make individuals competent and allow them to interact with their environment. OBJECTIVE: To identify the cognitive skills that promote better social insertion in children with autism spectrum disorder within 12 months. DESIGN AND SETTING: Prospective cohort study METHODS: In this study, 21 children aged 3-12 years were assessed, and their mothers were interviewed. Children were enrolled in regular or special autistic schools. Twelve months after the first assessment, the same children participated in the second assessment. In individual interviews, mothers provided data by answering the Vineland Adaptive Behavior Scale. Each child was assessed individually using the fourth edition of the Stanford Binet Intelligence Scale 4th Edition. RESULTS: In the first assessment, the Stanford Binet areas and total scores correlated with the communication domains, daily life abilities, socialization, and total score of the Vineland Scale. After 12 months, a correlation was observed between the Stanford Binet areas and the total and communication domains, daily life abilities, socialization, motor abilities, and total score on the Vineland Scale. CONCLUSION: Logic mathematics and memory promote better social insertion in children with autism spectrum disorder. General cognitive ability promotes communication.

Diferencias e influencia en la Conducta Adaptativa por las regiones colombianas

La presente investigación tuvo por objetivo describir las diferencias e influencia de las regiones colombianas en las Habilidades Adaptativas Específicas y Dominios de la Conducta Adaptativa en niños colombianos entre 0-15 años, sin alteraciones en el neurodesarrollo y sin etiología de daño cerebral. Participaron padres y profesores de 2081 niños, divididos por 4 regiones geográficas: Andina, Caribe, Orinoquía y Pacífico. Se aplicó el cuestionario de conducta adaptativa ABAS-II en sus versiones Infantil padres a los padres de niños de 0 a 1,11 años, y las versiones escolar padres y escolar profesores a los padres y profesores de niños de 2 a 15 años. Los resultados indicaron que existen diferencias estadísticamente significativas entre los menores de las diferentes regiones, siendo los resultados más altos los de la región Pacífico y los más bajos los de la región Orinoquía. Con estos resultados se considera que es importante tener en cuenta los aspectos culturales, sociales, ambientales e históricos de cada región del país para la evaluación de su conducta adaptativa, entendiendo que estas diferencias no marcan o indican mayor susceptibilidad a patología, sino variaciones culturales dentro de los términos considerados como lo esperado.

The present research aimed to describe the differences and influence of Colombia geographic regions on Specific Adaptive Skills and Domains of Adaptive Behavior in Colombian children between 0-15 years of age without neurodevelopmental alterations and without etiology of cerebral disease. 2081 Colombian children´s parents and teachers participated, divided into 4 regions: Andean, Caribbean, Orinoquía and Pacific. The ABAS-II questionnaire was applied the chindren´s parent version to parents of children from 0 to 1,11 years and the school parents`and school teachers` versions to parents and teachers of children from 2 to 15 years of age. The results indicated that there are statistically significance differences between the children of the different regions, the highest results being those of the Pacific region and the lowest those of the Orinoquía region. It is considered with the results that it is important to take into account the cultural, social, environmental and historical aspects of each region of the country for the evaluation of their adaptive behavior; these differences do not mark or indicate greater susceptibility to pathology, but rather cultural variations within of the terms considered as the expected.

Formas de Avaliação e de Intervenção com Pessoas com Deficiência Intelectual nas Escolas / Forms Of Assessment and Intervention with People with Intellectual Disabilities in Schools

RESUMO: Deficiência intelectual (DI) é definida como limitações na capacidade de aprendizagem, no comportamento adaptativo e no conjunto de habilidades conceituais, sociais e práticas. A avaliação desse comportamento visa delimitar o perfil e as necessidades de apoio que a pessoa com DI precisa para desenvolver atividades. O objetivo deste artigo foi identificar as estratégias de avaliação e de intervenção realizadas nas escolas regulares e especializadas de Minas Gerais, para desenvolvimento de competências e de autonomia em alunos com DI. A coleta de dados foi quantitativa e qualitativa, por questionário online. A parte quantitativa baseou-se na adaptação do Progress Assesment Chart e possibilitou investigar se professoras têm avaliado habilidades relacionadas às áreas do desenvolvimento: comunicação, cuidados pessoais, socialização e ocupação. A parte qualitativa compôs-se por questões abertas sobre avaliação, intervenção e envolvimento da família. Os resultados mostraram que escolas têm desenvolvido práticas inclusivas previstas nas políticas públicas. A avaliação do comportamento adaptativo tem ocorrido nas escolas, embora nem sempre de forma sistemática. Identificou-se, por um lado, que ainda há necessidade de repensar práticas pedagógicas que, muitas vezes, estão pautadas na compreensão do modelo individual da deficiência. Por outro lado, observou-se o surgimento da compreensão da pessoa com DI como sujeito de direitos e de possibilidades. Limites da pesquisa e desdobramentos práticos foram indicados.

ABSTRACT: Intellectual disability (ID) is defined as limitations in learning ability, adaptive behavior and conceptual, social and practical skill sets. Assessment of this behavior aims to define the profile and support needs that the person with ID needs to develop activities. Te objective was to identify evaluation and intervention strategies carried out in regular and specialized schools in Minas Gerais, Brazil, for the development of competences and autonomy in students with ID. Data collection was quantitative and qualitative, using an online questionnaire. Te quantitative part was based on the adaptation of the Progress Assesment Chart and made it possible to investigate whether teachers have assessed skills related to the areas of development: communication, personal care, socialization and occupation. Te qualitative part consisted of open questions about assessment, intervention and family involvement. Te results showed that schools have developed inclusive practices foreseen in public policies. Assessment of adaptive behavior has taken place in schools, although not always in a systematic way. On the one hand, it was identified that there is still a need to rethink pedagogical practices, which are often guided by the understanding of the individual model of disability. On the other hand, there is the emergence of the understanding of the person with ID as a subject of rights and possibilities. Research limits and practical developments were indicated.

Estratégias de enfrentamento em acidentes de trabalho com exposição ao material biológico / Coping strategies for workplace accidents involving exposure to biological material / Estrategias de enfrentamiento en accidentes de trabajo con exposición al material biológico

Diferentes trabalhadores estão sujeitos a acidentes com material biológico, que geram não apenas agravos físicos, mas, sobretudo, psicológicos. O coping ocupacional é a tentativa individual de adaptação às situações estressantes no ambiente de trabalho. O estudo analisou as estratégias de enfrentamento utilizadas pelos trabalhadores da área da saúde que se acidentam com material biológico. Adotou como método o estudo descritivo, com abordagem qualitativa, realizado por meio de entrevistas semiestruturadas com dez trabalhadores da área da saúde que trabalham em hospitais e sofreram acidente com exposição a material biológico recentemente, selecionados a partir da estratégia de bola de neve. As entrevistas foram gravadas, transcritas e organizadas, e, para análise do conteúdo, foram utilizadas as etapas da técnica propostas por Bardin. Os resultados mostraram que a estratégia de enfrentamento mais representativa para os trabalhadores pesquisados foi o controle por meio da busca de mudança de atitudes em relação às rotinas de trabalho e do aperfeiçoamento técnico. A metodologia utilizada proporcionou a identificação, ainda, de outras estratégias, caso da autoculpabilização e a da interação social. Aponta para a importância da formação integrada e continuada no espaço de trabalho como forma de prevenção e de condução dos acidentes de trabalho.(AU)

Diverse workers are subject to accidents involving biological material, which cause not only physical injury but, above all, psychological damage. Occupational coping is the individual's attempt to adapt to stressful situations in the workplace. The study analyzed the coping strategies of health professionals who suffered accidents involving biological material. It adopted a descriptive method, with a qualitative approach, carried out by using semi-structured interviews with ten health professionals working in hospitals and who had recently suffered accidents involving exposure to biological material, selected with a snowball sampling strategy. The interviews were recorded, transcribed, and organized, and for the analysis of the content, the technique of content analysis proposed by Bardin was used. The results showed that the most common coping strategy for the workers surveyed was control by seeking a change of attitudes regarding work routines and technical improvements. The methodology also identified other strategies, such as self-blaming and social interaction. These findings point to the importance of integrated and continuous workplace training as a way to prevent and manage workplace accidents.(AU)

Los trabajadores están sujetos a accidentes con material biológico, los cuales ocasionan no solo agravios físicos, sino también psicológicos. El coping ocupacional es el intento individual de adaptación a las situaciones estresantes en el ambiente de trabajo. Este estudio tuvo como objetivo analizar las estrategias de enfrentamiento utilizadas por los trabajadores del área de la salud que sufrieron accidentes con material biológico. El método que se utilizó fue el estudio descriptivo, de naturaleza cualitativa, a partir de la aplicación de entrevistas semiestructuradas a diez trabajadores del área de la salud en hospitales y que sufrieron accidentes con materiales biológicos recientemente, seleccionados por la estrategia de bola de nieve. Las entrevistas fueron grabadas, transcritas y organizadas, y para el análisis del contenido se utilizaron las etapas de la técnica propuestas por Bardin. Los resultados mostraron que el control fue la estrategia de enfrentamiento más utilizada mediante la búsqueda de cambio de actitud con relación a las rutinas de trabajo y al perfeccionamiento técnico. La metodología permitió identificar otras estrategias, como la autoculpabilización y la interacción social. Cabe destacar la importancia de la formación integrada y continua en el espacio de trabajo como medio de prevención y de manejo a accidentes de trabajo.(AU)

Para Além do QI: Avaliação do Comportamento Adaptativo na Deficiência Intelectual / Beyond IQ: Assessing Adaptive Behavior in Intellectual Disability / Más Allá del Coeficiente Intelectual: Evaluación del Comportamiento Adaptativo en la Discapacidad Intelectual

A Deficiência Intelectual (DI) é caracterizada por limitações de inteligência e comportamento adaptativo, que se originam no período desenvolvimental. O comportamento adaptativo (CA) representa o conjunto de habilidades conceituais, sociais e práticas que são aprendidas e executadas por pessoas em suas atividades diárias. Este estudo teórico objetiva discutir a importância do exame do CA na avaliação psicológica de pessoas com DI. É abordado o papel desse exame no diagnóstico, na classificação de gravidade e no planejamento de intervenções e são fornecidas orientações sobre procedimentos e ferramentas de avaliação do CA. As considerações finais situam o conhecimento sobre o CA como uma ferramenta indispensável ao psicólogo que trabalha com a avaliação psicológica da DI e aponta a necessidade de pesquisas de adaptação ou construção de medidas de CA validadas para o Brasil. (AU)

Intellectual Disability (ID) is characterized by limitations of intelligence and adaptive behavior originating in the developmental period. Adaptive behavior represents the set of conceptual, social and practical skills learned and used by people in their daily activities. This theoretical study aims to discuss the importance of examining adaptive behavior in the psychological assessment of people with ID. The role of this examination in the diagnosis, severity classification, and intervention planning is also addressed. Guidance on procedures and tools for assessing adaptive behavior is provided. Final considerations place knowledge about adaptive behavior as an indispensable tool for the psychologist that works evaluating ID and emphasize the need for adaptation or construction of validated adaptive behavior measures for Brazil. (AU)

La Discapacidad Intelectual (DI) se caracteriza por limitaciones de inteligencia y conducta adaptativa (CA) que se originan en el período de desarrollo. La CA representa el conjunto de habilidades conceptuales, sociales y prácticas que las personas aprenden y realizan en sus actividades diarias. Este estudio teórico tiene como objetivo discutir la importancia de examinar la CA en la evaluación psicológica de las personas con DI. Se discute el papel de este examen en el diagnóstico, la clasificación de la gravedad y la planificación de la intervención; asimismo, se proporciona orientación sobre procedimientos y herramientas para evaluar la conducta adaptativa. Las consideraciones finales sitúan el conocimiento sobre la CA como una herramienta indispensable para el profesional que trabaja con la evaluación psicológica de la DI y señala la necesidad de investigación de la adaptación o construcción de medidas de CA validadas para Brasil. (AU)

Characteristics of Self-esteem and Life Position of Children with Mild Intellectual Disability / 中国康复理论与实践

Objective To study the characteristics of self-esteem and life position of children with mild intellectual disability and the effects of adaptive behavior on self-esteem and life position. Methods From November, 2019 to January, 2020, 162 children with mild intellectual disabilities in Shanghai were investigated and evaluated with Adaptive Behavior Assessment System-Second version (ABAS-Ⅱ), Rosenberg Self-esteem Scale (SES) and Life Position Scale (LPS). Structural equation model was used to explore the specific effects of adaptive behavior on self-esteem and life position. Results The score of SES was (23.52±5.49), which was slightly lower than the norm (28.75±4.86) (t = -12.140, P < 0.001). The score of LPS was (50.76±11.85). Structural equation model showed that conceptual skill in adaptive behavior negatively affected life position (B = -0.450, P < 0.05); social skill (B = 0.480, B = 0.331, P < 0.05) and practical skill (B = 0.490, B = 0.294, P < 0.05) positively affected both life position and self-esteem. Conclusion Self-esteem decreases in children with mild intellectual disability, and the life position reached the theoretical median level. Among adaptive behavior, both social skill and practical skill positively affect self-esteem and life position, while conceptual skill negatively affects life position.

Characteristics of Self-esteem and Life Position of Children with Mild Intellectual Disability / 中国康复理论与实践

Objective To study the characteristics of self-esteem and life position of children with mild intellectual disability and the effects of adaptive behavior on self-esteem and life position. Methods From November, 2019 to January, 2020, 162 children with mild intellectual disabilities in Shanghai were investigated and evaluated with Adaptive Behavior Assessment System-Second version (ABAS-Ⅱ), Rosenberg Self-esteem Scale (SES) and Life Position Scale (LPS). Structural equation model was used to explore the specific effects of adaptive behavior on self-esteem and life position. Results The score of SES was (23.52±5.49), which was slightly lower than the norm (28.75±4.86) (t = -12.140, P < 0.001). The score of LPS was (50.76±11.85). Structural equation model showed that conceptual skill in adaptive behavior negatively affected life position (B = -0.450, P < 0.05); social skill (B = 0.480, B = 0.331, P < 0.05) and practical skill (B = 0.490, B = 0.294, P < 0.05) positively affected both life position and self-esteem. Conclusion Self-esteem decreases in children with mild intellectual disability, and the life position reached the theoretical median level. Among adaptive behavior, both social skill and practical skill positively affect self-esteem and life position, while conceptual skill negatively affects life position.

Assessment and Classification of Severe Intellectual Disability for Children Aged 6-18 / 中国康复理论与实践

Objective To explore the assessment and classification for children aged 6-18 with severe intellectual disability.Methods A total of 36 children with severe intellectual disability were assessed with Wechsler Preschool and Primacy Scale of Intelligence (WPPSI-Ⅳ) (CN) and Adaptive Behavior Assessment System (ABAS-Ⅱ) (CNC).Results The ratio intelligence quotient of WPPSI-Ⅳ was (32.4±4.91), consistent with the results from ABAS-Ⅱ.Conclusion WPPSI-Ⅳ and ABAS-Ⅱ can be used for assessment and classification of severity of intellectual disability for children aged 6-18 and intelligence quotient less than 45.

The Bayley-III Adaptive Behavior and Social-Emotional Scales as Important Predictors of Later School-Age Outcomes of Children Born Preterm

PURPOSE: We aim to assess the Bayley Scales of Infant and Toddler Development, third edition (Bayley-III), Adaptive Behavior (AB) and Social-Emotional (SE) scales at 18 to 24 months of corrected age (CA) to examine their associations with school-age cognitive and behavioral outcomes in children born preterm. METHODS: Eighty-eight infants born with a very low birth weight ( < 1,500 g) or a gestational age of less than 32 weeks who were admitted to the neonatal intensive care unit from 2008 to 2009 were included. Of the 88 children who completed school-age tests at 6 to 8 years of age, 37 were assessed using the Bayley-III, including the AB and SE scales, at 18 to 24 months of CA. Correlation, cross-tabulation, and receiver operating characteristic analyses were performed to assess the longitudinal associations. RESULTS: A significant association was observed between communication scores on the Bayley-III AB scale at 18 to 24 months of CA and the Korean version of the Wechsler Intelligence Scale for Children (K-WISC) full-scale intelligence quotient (FSIQ) at school age (r=0.531). The total behavior problem scores of the Korean version of the Child Behavior Checklist (K-CBCL) at school age were significantly negatively related to the Bayley-III SE and AB scales but not to the cognitive, language, or motor scales. CONCLUSION: Our findings encourage AB and SE assessments during the toddler stage and have important implications for the early identification of children in need of intervention and the establishment of guidelines for follow-up with high-risk infants.

Cognitive and behavioral profile of Williams Syndrome toddlers / Perfil cognitivo comportamental de crianças pré-escolares com Síndrome de Williams

ABSTRACT Purpose To verify indicators of cognitive development, receptive language skills and adaptive behavioral patterns in toddlers with Williams syndrome (WS). Methods The sample comprised 8 children of both sex, aged between 48 and 72 months with WS. Instruments of data collection were Denver Developmental Screening Test II; Peabody Picture Vocabulary Test; Vineland Adaptive Behavior Scale; Child Behavior Checklist for Ages 1½-5and 6 to 18; Columbia Mental Maturity Scale (CMMS), and Behavior Problems Inventory-01. Results The major developmental impairments were associated with fine motor skills and personal care abilities. Deficits in receptive language and communication skills were reported according to the PPVT and Denver II, respectively. The caregivers reported behavioral and emotional problems associated to anxiety and depression, and attention problems scales of CBCL. Conclusion The toddlers demonstrated deficits in adaptive functioning and behavioral, motor and cognitive difficulties such as inattention and hyperactivity, stereotypies and aggressive behavior.

RESUMO Objetivo Verificar indicadores de desenvolvimento cognitivo, habilidades de linguagem receptiva e padrões comportamentais adaptativos em pré-escolares com Síndrome de Williams (SW). Método A amostra foi composta por 8 crianças de ambos os sexos, com idade entre 48 e 72 meses com SW. Os instrumentos de coleta de dados utilizados foram Denver Developmental Screening Test II; Peabody Picture Vocabulary Test; Escala de comportamento adaptativo Vineland; Child Behavior Checklist (CBCL) para as idades 1½-5 e 6 a 18; Inventário de Problemas de Comportamento (BPI-01) e Escala de Maturidade Mental Columbia. Resultados Os principais prejuízos de desenvolvimento foram associados a habilidades motoras finas e habilidades de cuidados pessoais. Os déficits em linguagem receptiva e habilidades de comunicação foram relatados de acordo com o PPVT e Denver II, respectivamente. Os cuidadores relataram problemas comportamentais e emocionais associados às escalas de ansiedade e depressão e de problemas de atenção do CBCL. Conclusão Os pré-escolares demonstraram déficits no funcionamento adaptativo e dificuldades comportamentais, motoras e cognitivas, como desatenção e hiperatividade, estereotipias e comportamento agressivo.

Caracterización de la conducta adaptativa en escolares con y sin discapacidad intelectual de la región de la Araucanía / Characterization of adaptive behavior in students with and without intellectual disabilities in the araucanía region

Esta investigación se enfoca en la caracterización de la conducta adaptativa en escolares con y sin discapacidad intelectual de la Región de La Araucanía, Chile. Se utilizó el Inventario para la Planificación de Servicios y Programación Individual (ICAP), aplicado a padres y/o tutores legales de 22 niños con discapacidad intelectual y 33 niños sin discapacidad. Las edades fluctuaron entre los 6 y 12 años, con un diseño no probabilístico en conglomerados. El método utilizado es descriptivo-comparativo. Los resultados señalan que existen diferencias de las conductas adaptativas, donde los escolares sin discapacidad presentan un mayor nivel de desarrollo, además ambos grupos poseen un perfil heterogéneo en las destrezas que componen el funcionamiento adaptativo, donde las destrezas motoras son las más altas, mientras que las destrezas de la vida en comunidad son las más bajas. Se concluye que las diferencias encontradas se ven afectadas por la presencia de discapacidad intelectual y por el contexto educativo. Esta investigación se enmarca en el proyecto de investigación DI12-0077 denominado Propiedades psicométricas de la versión española del Inventario para la planificación de servicios y la programación individual (ICAP), en escolares de la ciudad de Temuco.

This investigation focused on the characterization of adaptive behavior in students with or without intellectual disabilities in the Araucanía Region in Chile. The Inventory for Service Planning and Individual Programming (ICAP) was used with a sample of parents or legal tutors of 22 children with intellectual disabilities and 33 children without disabilities. The ages of the students ranged between 6 and 12 years, with a non-probabilistic cluster sampling design, with descriptive-comparative methods for analysis. Results show differences in adaptive behavior between the assessed groups, where students without disabilities show a higher level of development. Also both groups exhibit heterogeneous skill profiles, with motor skills being the most developed, and life skills in community being the least developed. These differences might have been affected by the presence of intellectual disabilities and by the educational contexts. This study is associated to the DI120077 research project entitled "Psychometric Properties of the Spanish version of the inventory for service planning and individual programming (ICAP), in students of the city of Temuco".

Standardization of Adaptive Behavior Assessment System-II (6-18 Years Old) Chinese Version / 中国康复理论与实践

Objective To standardize Adaptive Behavior Assessment System (ABAS)-II Chinese version to establish norm of ABAS-II Chinese version (6-18 years old). Methods International Classification of Functioning, Disability and Health (ICF) and psychological mea-surement were taken. Results Chinese version of ABAS-II (6-18 years old) was developed. The norms of general scores, main domains scores and adaptive skill scores had been established. Conclusion Chinese version of ABAS-II (6-18 years old) can be applied for the evalu-ation of adaptive behavior for Chinese children aged 6-18 years. The standardized Chinese version of ABAS-II (6-18 years old) meets the re-quirement of reliability and validity of the US version.

Funcionamento adaptativo: panorama nacional e avaliação com o adaptive behavior assessment system / Adaptive behavior: national perspective and evaluation with adaptive behavior assessment system / Funcionamento adaptativo: panorama nacional y evaluación con el adaptive behavior assessment system

Funcionamento adaptativo se refere a habilidades conceituais, sociais e práticas que permitem adaptação ao ambiente. Este estudo objetivou uma revisão da literatura a partir do SciELO e realização de novas análises estruturais com o Abas-II, um dos principais instrumentos de avaliação do construto. Os resultados mostraram que estudos nacionais são recentes, mas crescentes nos últimos anos, com concentração na área multidisciplinar. Dos 46 artigos levantados, identificaram-se 13 instrumentos utilizados, porém há carência de estudos que investiguem suas qualidades psicométricas, apontando a avaliação como importante problemática na área. Foram realizadas análises estruturais alternativas às indicadas no manual, considerando as matrizes de correlação apresentadas neste estudo. Os resultados evidenciam melhor adequação dos dados a um modelo bifatorial, composto por um fator geral e fatores específicos, quando comparado aos modelos de único fator e três fatores. A relevância do tema contrasta com a incipiência dos estudos e a carência de instrumentos no contexto nacional.

Adaptive behavior refers to conceptual, social and practical skills, which allow adaptating to the environment. This study aims to do a scientific literature review from the SciELO and to conduct further structural analysis with the ABAS-II, one of the main instruments to evaluate the construct. The results showed that Brazilian studies are recent, but they have been increasing in previous years, mainly concentrated in the multidisciplinary area. We identified 13 instruments in 46 articles, but there is a lack of studies investigating their psychometric qualities, pointing its evaluation as an important problem in the area. Alternative structural analysis to the ones presented in the original manual were performed considering the correlation matrices. The results showed a better adequacy of the data to a bi-factor model, consisting of a general factor and specific factors when compared to single-factor and three-factor models. The theme relevance contrasts with the incipiency of studies and the lack of instruments in the Brazilian context.

Funcionamiento adaptativo se refiere a las habilidades conceptuales, sociales y prácticas que permiten la adaptación al entorno. Este estudio tuvo como objetivo revisar la literatura partiendo del Scielo y la aplicación de nuevos análisis estructurales con el ABAS-II, una de las principales herramientas para la evaluación del constructo. Los resultados mostraron que estudios nacionales son recientes, mas muestran crecimiento en los últimos años, con concentración en el área multidisciplinar. De los 46 artículos analizados, se identificaron 13 instrumentos utilizados, pero se constató la falta de estudios de investigación de sus cualidades inherentes a la psicometría, señalando la evaluación como un problema importante en el área. Análisis alternativos a los presentados en el manual, fueron realizados, considerando las matrices de correlación. Los resultados muestran mejor la adecuación de los datos a un modelo de dos factores, que consiste en un factor general y los factores específicos en comparación con los modelos de uno y de tres factores. La relevancia del tema contrasta con la escasez de estudios y falta de instrumentos en el contexto nacional.

Effects of adaptive behavior on spreading dynamics of epidemics in structured populations / 军事医学

Human behavior significantly affects the spreading dynamics of infectious diseases in large populations .The study of the interplay between the adaptive behavior and the epidemic dynamics underlies the professional information release and psychological counseling mechanism and is conducive to disease control and social panic elimination .This paper aims at the investigation of the effect of adaptive behaviors on the spreading dynamics of epidemics in structured populations .We analyzed the empirical data on adaptive behavior from several large epidemics after the outbreak of SARS in 2003 and confirmed the induction effect of two main information sources on adaptive behavior , e.g., public available information and local perceived information .Then we investigated the effect of adaptive behavior on epidemic dynamics in a structured population based on two primary models , e.g., health-belief model and network model .The results showed that the individual adaptive behavior had significantly decreased the chance of infection and thus mitigated the epidemics . Human adaptive behavior has a significant effect on spreading dynamics of epidemics .An effective information release mechanism will induce human adaptive behavior and is thus conducive to control of epidemics .

Maternal Psychosocial Factors that Affect Breastfeeding Adaptation and Immune Substances in Human Milk

PURPOSE: This study was to identify relationships of maternal psychosocial factors including mother's mood state, childcare stress, social support and sleep satisfaction with breastfeeding adaptation and immune substances in breast milk, especially secretory immunoglobulin A (sIgA) and transforming growth factor-beta 2 (TGF-beta2). METHODS: Data were collected from 84 mothers who delivered full-term infants by natural childbirth. Structured questionnaires and breast milk were collected at 2~4 days and 6 weeks postpartum. Data were analyzed using descriptive statistics, Pearson's correlation, multiple linear regression, and generalized estimating equation (GEE). RESULTS: Scores for the breastfeeding adaptation scale were significantly related with child care stress, mood state and social support. Mother's anger was positively correlated with the level of sIgA in colostrum (p<.01). Immune substances of breastmilk was significantly influenced by time for milk collection (p<.001) and the type of breastfeeding (sIgA, p<.001, TGF-beta2, p=.003). Regression analysis showed that breastfeeding adaptation could be explained 59.1% by the type of breastfeeding, childcare stress, the Profile of Mood States, emotional support and sleep quality (F=16.67, p<.001). CONCLUSION: The findings from this study provide important concepts of breastfeeding adaptation program and explanation of psychosocial factors by immune substances in breast milk. Future research, specially, bio-maker research on breast milk should focus on the ways to improve breastfeeding adaptation.

Intelligence development of small for gestational age / 国际儿科学杂志

Small for gestational age (SGA) infants are defined as infant with a birth weight below the 10th percentile of the average weight for gestational age or below 2 standard deviations for gestational age.More evidences have suggested that compared with the appropriate for gestational age infants,besides the short stature,there are also higher risks of lower intelligence,poor academic performance,low social competence,behavioral problems in SGA infants.

Influence of Sitting and Prone Lying Positions on Proprioceptive Knee Assessment Score in Early Knee Osteoarthritis

Background: Knee proprioception is compromised in knee osteoarthritis. There are several ways of measuring proprioceptive acuity, but there is lack of consensus over the ideal testing position. The study aimed to evaluate the influence of 2 testing positions (sitting versus prone lying) on proprioceptive knee assessment score in patients with early knee osteoarthritis. Methods: The study included 70 subjects who came to the Out-Patient Department with a diagnosis of early knee osteoarthritis. The subjects were assessed for their proprioceptive acuity scores in both the test positions at 30° and 60° of knee flexion using proprioceptive knee assessment device. They were asked to perform 5 trials in both testing positions with appropriate rest intervals. After initial assessment, the subjects were randomly allocated among group 1 and group 2. Treatment implementation was done for 8 weeks followed by re-evaluation: group 1 received context-specific proprioceptive retraining along with multijoint coupling strategies and group 2, conventional treatment. Results: The subjects were compared using difference of pre- and post-treatment proprioceptive acuity scores. The difference of proprioceptive acuity impairment scores of the left knee at 30° and 60°, and the right knee at 60° in prone lying position were statistically significant, with P value ranging from less than 0.001 to 0.028. Conclusion: It was found that the prone lying testing position was more sensitive than sitting position for assessing proprioceptive acuity for knee osteoarthritis.