Transición de jóvenes con trastornos del neurodesarrollo / The transition of youth with neurodevelopmental disorders

La transición de la atención pediátrica a la de adultos, en adolescentes y jóvenes con condiciones crónicas de salud, es un proceso necesario y difícil. El proceso de transición de estos pacientes contará con diferentes matices según la condición de salud, las características del sistema sanitario, los equipos de salud involucrados y los factores contextuales del joven y su familia. El objetivo central es que a través de una autonomía progresiva el joven llegue a ser un adulto competente en cuanto a asumir y manejar sus necesidades de salud, relaciones sociales y laborales que su enfermedad crónica le permita. Pero estos objetivos se ven interferidos cuando hablamos de jóvenes con condiciones crónicas que involucran el neurodesarrollo y es más complejo aún cuando nos referimos a jóvenes que no serán autónomos. Para las familias y cuidadores de estos jóvenes los centros pediátricos son un entorno más protegido que cuesta dejar. Por todo esto es que, si bien hay lineamientos generales a tener en cuenta, cada equipo debe revisar sus resultados para poder avanzar. Aún no se logró consenso acerca de cuál es el momento óptimo, la edad y las mejores estrategias, aunque es reconocida la dificultad para implementar un programa adecuado y más aún evaluar los resultados de los programas que se utilizan en la transición; se llevan adelante programas "genéricos" utilizados para diferentes enfermedades crónicas, o específicos para una enfermedad, otros programas combinan ambas estrategias. Basados en lo anterior hay jóvenes y familias que requieren un armado "artesanal y a medida" (AU)

The transition from pediatric to adult care for adolescents and young people with chronic health conditions is a necessary yet challenging process. This transition will vary depending on the health condition, the characteristics of the health system, the health teams involved, and the contextual factors of the youth and their family. The central objective is for the youth to achieve progressive autonomy, becoming a competent adult capable of managing their health needs, social, and work relationships, as allowed by their chronic disease. However, these objectives become more complicated when dealing with young people with chronic conditions involving neurodevelopment, and even more so for those who will never achieve autonomy. For the families and caregivers of these youths, pediatric centers offer a more protected environment that is difficult to leave. For all these reasons, while general guidelines should be considered, each team must review its results to move forward. Consensus has not yet been reached on the optimal time, age, and best strategies for transition. It is recognized that implementing an adequate program is challenging, and evaluating the results of these programs is even more difficult. There are "generic" programs used for various chronic diseases, as well as disease-specific programs, and some programs combine both strategies. Given these complexities, some young people and their families require a "handcrafted and tailor-made" approach (AU)

Biallelic variants in RBM42 cause a multisystem disorder with neurological, facial, cardiac, and musculoskeletal involvement

Here, we report a previously unrecognized syndromic neurodevelopmental disorder associated with biallelic loss-of-function variants in the RBM42 gene. The patient is a 2-year-old female with severe central nervous system (CNS) abnormalities, hypotonia, hearing loss, congenital heart defects, and dysmorphic facial features. Familial whole-exome sequencing (WES) reveals that the patient has two compound heterozygous variants, c.304C>T (p.R102*) and c.1312G>A (p.A438T), in the RBM42 gene which encodes an integral component of splicing complex in the RNA-binding motif protein family. The p.A438T variant is in the RRM domain which impairs RBM42 protein stability in vivo. Additionally, p.A438T disrupts the interaction of RBM42 with hnRNP K, which is the causative gene for Au-Kline syndrome with overlapping disease characteristics seen in the index patient. The human R102* or A438T mutant protein failed to fully rescue the growth defects of RBM42 ortholog knockout ΔFgRbp1 in Fusarium while it was rescued by the wild-type (WT) human RBM42. A mouse model carrying Rbm42 compound heterozygous variants, c.280C>T (p.Q94*) and c.1306_1308delinsACA (p.A436T), demonstrated gross fetal developmental defects and most of the double mutant animals died by E13.5. RNA-seq data confirmed that Rbm42 was involved in neurological and myocardial functions with an essential role in alternative splicing (AS). Overall, we present clinical, genetic, and functional data to demonstrate that defects in RBM42 constitute the underlying etiology of a new neurodevelopmental disease which links the dysregulation of global AS to abnormal embryonic development.

Genetic analysis of two children with Coffin-Siris syndrome due to variants of ARID1B gene / 中华医学遗传学杂志

OBJECTIVE@#To explore the genetic basis of two children with unexplained psychomotor developmental delay and facial dysmorphisms suggestive of Coffin-Siris syndrome (CSS).@*METHODS@#A boy and a girl suspected for CSS at the 980th Hospital of the People's Liberation Army Joint Service Support Force respectively in July 2019 and January 2021, and seven members from their families, were selected as the study subjects. Clinical data and family history of the children were collected, and detailed physical examination was carried out, in addition with laboratory and related auxiliary examinations. Potential variants and copy number variations (CNVs) were detected by whole exome sequencing (WES) and copy number variation sequencing (CNV-seq).@*RESULTS@#Child 1, an 8-month-old female, had featured microcephaly, atrial septal defect, curving of fifth finger/toe, and low limb muscle tone. Child 2 was a 2.5-year-old male with language delay, social impairment, dense hair but no curving of the fifth fingers. Genetic testing revealed that child 1 had loss of heterozygosity for exons 8 to 21 of the ARID1B gene, which was unreported previously. Family verification showed that both of her parents were of the wild type. Based on the guidelines from the American College of Medical Genetics and Genomics (ACMG) and American Society of Molecular Pathology (AMP), the variant was rated as pathogenic (PVS1+PS2+PM2-supporting). Child 2 was found to harbor a heterozygous c.4263-6 (IVS17) T>G variant of the ARID1B gene. Transcriptome sequencing confirmed that the variant can affect the normal splicing, resulting in retention of a 5 bp sequence in intron 17. Family verification showed that both of his parents were of the wild type. Based on the guidelines from the ACMG, the variant was rated as pathogenic (PS2+PM2-supporting+PP3+PS3).@*CONCLUSION@#WES and RNA-seq have confirmed the diagnosis of CSS in both children. Discovery of the novel variants has expanded the spectrum of pathogenic mutations underlying CSS, and provided a basis for the genetic counseling.

Analysis of a child with neurodevelopmental disorders due to variant of HNRNPU gene and a literature review / 中华医学遗传学杂志

OBJECTIVE@#To explore the clinical characteristics and genetic variant in a child with neurodevelopmental disorders (NDDs).@*METHODS@#Clinical data of a child who had presented at Xiaogan Hospital Affiliated to Wuhan University of Science and Technology in December 2020 due to intermittent convulsions for over a year were retrospectively analyzed. Peripheral blood samples of the child and his parents were collected and subjected to whole exome sequencing. Candidate variants were verified by Sanger sequencing and bioinformatic analysis. "HNRNPU gene", "epilepsy", "epileptic encephalopathy", "hereditary epilepsy", "neurodevelopmental disorder", "neurodevelopmental syndrome", "HNRNPU", and "NDDs" were used as the key words to search the CNKI, Wanfang and PubMed databases dated from January 1, 1994 to February 10, 2022.@*RESULTS@#The patient was a 2-year-old boy who had developed seizure at the age of 5 months. His clinical features had included abnormal appearance, recurrent seizures, and low developmental quotients of each functional area as evaluated by the Gesell scale. The child was given sodium valproate for the antiepileptic treatment and rehabilitation training. He had become seizure-free within half a year of follow-up, but his intelligence and motor development did not improve significantly. Genetic testing revealed that he has harbored a heterozygous c.1720_1722delCTT (p.Lys574del) variant of the HNRNPU gene, which was not found in either of his parents. Based on the guidelines from the American College of Medical Genetics and Genomics (ACMG), the variant was rated as likely pathogenic (PS2+PM2_Supporting+PM4). A total of 13 articles were retrieved, and the types of HNRNPU gene mutations have included splice site mutation, nonsense mutation, missense mutation, in-frame deletion, gene duplication, frameshifting mutation, and multiple exon deletion. The main clinical manifestations have included mental retardation, language delay, global developmental delay, epilepsy, craniofacial deformity, mental and behavioral abnormalities.@*CONCLUSION@#The c.1720_1722delCTT variant of the HNRNPU gene probably underlay the NDDs in this child. Above finding has enriched the mutational spectrum of the HNRNPU gene.

Avaliação e ensino de emoções com crianças e jovens adultos com autismo ou síndrome de down mediado pela família / Assessment and teaching of emotions with children and young adults with autism or down syndrome mediated by family / Evaluación y enseñanza de las emociones con niños y jóvenes con autismo o síndrome de down mediadas por la familia

Este estudo avaliou o reconhecimento (imitação, identidade e identificação) e a nomeação de estímulos emocionais de valência negativa (raiva e tristeza) e positiva (alegria e surpresa) em conjunto com a influência dos tipos de estímulos utilizados (social-feminino, social-masculino, familiar e emoji) em crianças e jovens adultos com autismo ou síndrome de Down, por meio de tarefas aplicadas pela família e mediadas por recursos tecnológicos durante a pandemia de covid-19. Participaram cinco crianças e dois jovens adultos com autismo e uma criança e dois jovens adultos com síndrome de Down. Foram implementadas tarefas de identidade, reconhecimento, nomeação e imitação, com estímulos faciais de função avaliativa (sem consequência diferencial) e de ensino (com consequência diferencial, uso de dicas e critério de aprendizagem), visando a emergência da nomeação emocional por meio do ensino das tarefas de reconhecimento. Os resultados da linha de base identificaram que, para os participantes que apresentaram menor tempo de resposta para o mesmo gênero, a diferença de tempo de resposta foi em média 57,28% menor. Em relação à valência emocional, 50% dos participantes apresentaram diferenças nos acertos, a depender da valência positiva e negativa, sendo que 66,66% apresentaram diferenças para o tempo de resposta a depender da valência emocional. Após o procedimento de ensino, os participantes mostraram maior número de acertos nas tarefas, independentemente do gênero de estímulo e valência emocional, criando ocasião para generalização da aprendizagem de reconhecimento e nomeação de emoções, além de consolidar a viabilidade de estratégias de ensino mediadas por recursos tecnológicos e aplicadas por familiares.(AU)

This study evaluated the recognition (imitation, identity, and identification) and naming of negative (anger and sadness) and positive (joy and surprise) emotional stimuli alongside the influence of the types of stimuli (social-female, social-male, family, and emoji) in children and young adults with autism and Down syndrome, via tasks applied by the family and mediated by technological resources, during the COVID-19 pandemic. Five children and two young adults with autism and one child and two young adults with Down syndrome participated. Identity, recognition, naming, and imitation tasks were planned and implemented using facial stimuli with evaluative (without differential consequence) and teaching (with differential consequence, tips, and learning criteria) functions, aiming at the emergence of emotional naming from the recognition teaching tasks. The baseline results showed that, for participants who had a shorter response time for the same gender, the response time difference was on average 57.28% lower. Regarding the emotional valence, 50% of the participants showed differences in the correct answers, depending on the positive and negative valence, and 66.66% showed differences in the response time depending on the emotional valence. After the teaching procedure, the participants showed a greater number of correct answers in the tasks, regardless of the stimulus type and emotional valence, creating an opportunity for generalizing learning of emotion recognition and naming, in addition to consolidating the feasibility of teaching strategies mediated by technological resources and applied by family members.(AU)

Este estudio evaluó el reconocimiento (imitación, identidad e identificación) y la denominación de estímulos emocionales negativos (enfado y tristeza) y positivos (alegría y sorpresa) y la influencia de los tipos de estímulos utilizados (social-femenino, social-masculino, familiar y emoji ) de niños y jóvenes con autismo o síndrome de Down, a través de tareas aplicadas por la familia, mediadas por recursos tecnológicos durante la pandemia de la covid-19. Participaron cinco niños y dos adultos jóvenes con autismo, y un niño y dos adultos jóvenes con síndrome de Down. Se planificaron e implementaron tareas de identidad, reconocimiento, nombramiento e imitación con estímulos faciales con función evaluativa (sin consecuencia diferencial) y enseñanza (con consecuencia diferencial, uso de ayudas y criterios de aprendizaje), buscando la emergencia del nombramiento emocional después de la enseñanza de tareas de reconocimiento. Los resultados de la línea de base identificaron que para los participantes que tenían un tiempo de respuesta más corto para el mismo género, la diferencia en el tiempo de respuesta fue un 57,28% menor. En cuanto a la valencia emocional, el 50% de los participantes mostraron diferencias en las respuestas correctas, en función de la valencia positiva y negativa, y el 66,66% tuvieron diferencias en el tiempo de respuesta, en función de la valencia emocional. Después del procedimiento de enseñanza, los participantes mostraron mayor número de aciertos en las tareas evaluadas, independientemente del tipo de estímulo o valencia emocional, lo que genera una oportunidad para la generalización del aprendizaje de reconocimiento y denominación de emociones, además de consolidar la viabilidad de estrategias de enseñanza mediadas por recursos tecnológicos y aplicadas por la familia.(AU)

Vivências de pais de pessoas com deficiência intelectual relacionadas à inclusão no trabalho / Experiences of parents of people with intellectual disabilities regarding their inclusion at work / Experiencias de padres de personas con discapacidad intelectual sobre inclusión laboral

A inclusão social de pessoas com deficiência intelectual (DI) vem ganhando destaque no Brasil, devido ao advento da Lei de Inclusão (13.146/2015) e de metodologias sociais como o Emprego Apoiado. Este estudo buscou compreender as concepções parentais a respeito da carreira profissional de seus filhos com DI. Participaram 10 casais de mães e pais de pessoas com DI de diferentes faixas etárias. O método foi qualitativo fenomenológico, com recurso de narrativas compreensivas. Quatro eixos estruturantes foram identificados: (a) condições estruturais que impactam a inclusão; (b) percepções e sentimentos a respeito da DI; (c) inclusão: uma corrida de obstáculos permanentes?; e (d) protagonismo familiar. Esses tópicos foram discutidos à luz do paradigma dos estigmas e da teoria de justificação do sistema. Foram descritos fatores que dificultam a inclusão, como contexto de trabalho individualista e competitivo, restrição de oportunidades profissionais, superproteção, falsa consciência, descrença implícita na mudança ou superação e ambiguidades quanto às reais possibilidades dos filhos. Evidenciou-se a importância do apoio, ainda que este não esteja livre de estruturas estigmatizantes, e também a centralidade da condição de pais de pessoas com DI como noção de identidade, elementos que dificultam sua ação como coadjuvantes na vida dos filhos. O contexto profissional foi reconhecido como ambiente de maior inclusão vivida, apesar das dificuldades. Ressalta-se a necessidade de orientação de familiares para um novo olhar a respeito das condições e potenciais de seus filhos, bem como do aprimoramento de políticas públicas em prol de uma sociedade mais inclusiva.(AU)

The inclusion of people with intellectual disabilities (ID) has been gaining prominence due to the advent of the Brazilian Inclusion Law (13.146/2015) and social methodologies such as supported employment. This study aimed to understand the view parents have regarding the professional career of their children with ID. Overall, 10 couples, mothers, and fathers of people with ID from different age groups participated in this study. A qualitative phenomenological method using comprehensive narratives was chosen. This study found four structuring axes: (a) structural conditions that affect inclusion; (b) perceptions and feelings about ID; (c) inclusion: a permanent obstacle course; and (d) families' leading role. The paradigm of stigmas and system justification theory were the references to discuss those topics. This study describes the factors that hinder inclusion, such as individualistic and competitive work contexts, restriction of professional opportunities, overprotection, false awareness, implicit disbelief in changing or overcoming difficulties, and ambiguities regarding the sons' and daughters' real possibilities. It is highlighted both the importance of support (even if it tied to stigmatizing structures) and the centrality of the condition of parents of people with ID as a notion of identity, elements that make it difficult for them to act as supporting actors in their sons' and daughters' lives. The work context constituted an environment of greater inclusion, despite difficulties. In conclusion, this study found an emphatic need for family members to have a new look at the conditions and potential of their children, as well as for the improvement of public policies in favor of a more inclusive society.(AU)

La inclusión social de personas con discapacidad intelectual (DI) viene ganando protagonismo debido al advenimiento de la Ley de Inclusión brasileña (13.146/2015) y de metodologías sociales como el Empleo con Apoyo. Este estudio tuvo como objetivo comprender las concepciones que los padres tienen sobre la carrera profesional de sus hijos con DI. Participaron 10 parejas, madres y padres de personas con DI de diferentes grupos de edad. El método fue cualitativo fenomenológico, utilizando narrativas comprensivas. Se identificaron cuatro ejes estructurantes: (a) condiciones estructurales que inciden en la inclusión; (b) percepciones y sentimientos sobre la DI; (c) ¿inclusión: una carrera de obstáculos permanentes?; y (d) protagonismo familiar. Estos temas se discutieron a la luz del paradigma de los estigmas y de la teoría de la justificación del sistema. Se describieron factores que dificultan la inclusión, como un contexto de trabajo individualista y competitivo, la restricción de oportunidades profesionales, la sobreprotección, la falsa conciencia, la incredulidad implícita en cambiar o superar las dificultades y las ambigüedades sobre las posibilidades reales de los hijos. Se destacó la importancia del apoyo, aunque no exento de estructuras estigmatizantes, y también la centralidad de la condición de padres de personas con DI como la noción de identidad, elementos que les dificultan actuar como actores secundarios en la vida de los hijos. El contexto profesional fue reconocido como un ambiente de mayor inclusión a pesar de las dificultades. Se concluye con el énfasis en la necesidad de que los familiares tengan una nueva mirada sobre las condiciones y potencialidades de sus hijos, así como la mejora de las políticas públicas a favor de una sociedad más inclusiva.(AU)

Intervención sobre habilidades sociales mediante un juego de rol: un estudio de diseño mixto con jóvenes con discapacidad intelectual / Social skills intervention through role-playing: a mixed-design study with youth with intellectual disability

Resumen Objetivos. Identificar si existen mejoras en la interacción social de jóvenes con discapacidad intelectual a través del uso de una metodología basada en el juego de rol. Método. Se realizó un estudio de diseño mixto a partir de un programa de intervención breve, de ocho sesiones de duración, con un total de siete participantes. Para la recolección de datos, se utilizaron técnicas cualitativas y cuantitativas como la observación sistemática, la observación directa no sistematizada y la Escala de Autoevaluación de Habilidades Sociales. Resultados. La intervención arrojó resultados modestos. La prueba W de Wilcoxon muestra diferencias significativas a nivel general. Las observaciones evidencian cambios en los comportamientos de los participantes, sobre todo en lo referente a respuestas alternativas a la agresión, la cuales fueron rápidamente sustituidas por estrategias pacíficas y actitudes dialogantes.

Abstract Objectives. The objective of this study was to identify if there are improvements in social interaction in young people with intellectual disabilities, using a methodology based on role playing. Method. A mixed design study based on a brief intervention program of eight sessions, with a total of seven participants, was used. Qualitative and quantitative techniques were used for data collection: systematic observation, non-systematized direct observation and the Social Skills Self-Assessment Scale. Results. The intervention yielded modest results. The Wilcoxon W test shows significant differences at the general level. Observations show changes in participants' behaviors, especially in terms of alternative responses to aggression, which were quickly replaced by peaceful strategies and dialogic attitudes.

Social skills, behavioral problems, and academic competence of students with intellectual disabilities / Habilidades sociais, problemas de comportamento e competência acadêmica de alunos com deficiência intelectual / Habilidades sociales, problemas de conducta y competencia académica de estudiantes con discapacidad intelectual

This study had as general objective to characterize and associate social skills, behavior problems, and academic competence of students with intellectual disabilities in school inclusion and; as specific objectives to verify predictive values for social skills and differences between groups diagnosed with intellectual disability and other associated diagnoses. This was a quantitative, cross-sectional, descriptive, correlational, predictive, and comparative study. Forty-four students with intellectual disability participated (11 of them presented other associated diagnoses), who were evaluated by 42 guardians and 34 teachers. The instruments used were Social Skills Rating System (SSRS-BR) and the Parental Educative Social Skills Interview Script (RE-HSE-P). The evaluation from guardians and teachers were different. Social skills were negatively associated with behavior problems and positively associated with academic competence; behavior problems and diagnosis were negative predictors to social skills. There were significant differences in the groups. The results highlight the importance of intervention programs to develop social skills.(AU)

O estudo teve como objetivo geral caracterizar e associar habilidades sociais, problemas de comportamento e competência acadêmica de alunos com deficiência intelectual em inclusão educacional e; como objetivos específicos verificar valores preditivos para habilidades sociais e diferenças entre grupos com diagnóstico de deficiência intelectual somente e com outros diagnósticos associados. Trata-se de um estudo quantitativo, transversal, descritivo, correlacional, preditivo e comparativo. Participaram 44 alunos com deficiência (11 apresentavam outros diagnósticos associados), que foram avaliados por 42 responsáveis e 34 professoras. Os instrumentos utilizados foram Social Skills Rating System (SSRS-BR) e Roteiro de Entrevista de Habilidades Sociais Educativas Parentais (RE-HSE-P). A avaliação de responsáveis e professores foi diferente. Habilidades sociais foram negativamente associadas aos problemas de comportamento e positivamente associadas a competência acadêmica; problemas de comportamento e diagnósticos associados foram preditores negativos de habilidades sociais. Houve diferença significativa entre grupos. Resultados evidenciam a importância de programas para promoção de habilidades sociais.(AU)

Este estudio tuvo como objetivo general caracterizar y asociar las habilidades sociales, los problemas de conducta y la competencia académica de estudiantes con discapacidad intelectual en la inclusión escolar; y como objetivos específicos verificar los valores predictivos de las habilidades sociales y las diferencias entre grupos diagnosticados con discapacidad intelectual y otros diagnósticos asociados. Se trató de un estudio cuantitativo, transversal, descriptivo, correlacional, predictivo y comparativo. Participaron 44 estudiantes con discapacidad intelectual (11 de ellos presentaban otros diagnósticos asociados), quienes fueron evaluados por 42 tutores y 34 docentes. Los instrumentos utilizados fueron el Sistema de Evaluación de Habilidades Sociales (SSRS-BR) y el Guion de Entrevista de Habilidades Sociales para Educación de los Padres (RE-HSE-P). Las evaluaciones de los tutores y docentes fueron diferentes. Las habilidades sociales se asociaron negativamente con problemas de conducta y positivamente con la competencia académica; los problemas de conducta y el diagnóstico fueron predictores negativos de las habilidades sociales. Hubo diferencias significativas entre los grupos. Los resultados destacan la importancia de los programas de intervención para desarrollar habilidades sociales con la población estudiada.(AU)

Conocimiento de infarto cerebral y educación en usuarios del Departamento de Neurología - Hospital de Especialidades Carlos Andrade Marín / Knowledge of ischemic stroke and education in users of the Neurology Department - Carlos Andrade Marín Specialty Hospital

INTRODUCCIÓN: El riesgo de sufrir un infarto cerebral se relaciona con factores de riesgo, el reconocimiento y actuación del paciente/familia se relaciona con el nivel educativo. Pese al avance en el tratamiento, la mejor forma de enfrentarla es la prevención. OBJETIVO: Determinar el nivel de conocimiento de infarto cerebral en población no médica. Demostrar la hipótesis de que la educación mejora los niveles de conocimiento de la enfermedad. MATERIALES Y MÉTODOS: Ensayo Clínico Cuasiexperimental de tipo antes/después con cohorte única. Población: 113 familiares de pacientes ingresados al área de Neurología del Hospital de Especialidades Carlos Andrade Marín en el periodo marzo ­ septiembre del 2022. Criterios de inclusión: familiares en cuidado/vigilancia directa de pacientes ingresados con diagnóstico clínico/ imagenológico de infarto cerebral agudo, firma de consentimiento informado. Criterios de exclusión: No aceptación de participar. Se realizó a cada participante una encuesta a la admisión, luego se le entregó un documento educativo acerca del tema y posteriormente se aplicó nuevamente la encuesta. Se utilizó la prueba Chi cuadrado de Mcnemar para comprobación de hipótesis y los porcentajes de frecuencias se analizaron con diferencia porcentual. RESULTADOS: El síntoma más conocido fue la alteración del lenguaje con un 44,2% de conocimiento en la población estudiada, 25,7% sospecharon de ictus, 87,6% lo consideraban como emergencia, 31% sabían de la existencia de factores de riesgo, la diferencia porcentual luego de la intervención educativa incrementó en: 76,4% en la necesidad de llamar a una ambulancia, en más de 47,3% y de 111,1% en conocimiento de síntomas y de los factores de riesgo, respectivamente. El nombre del ictus más conocido fue ´Derrame´. DISCUSIÓN: El conocimiento para reconocer a un infarto cerebral es bajo, el de reconocerlo como emergencia es alto, la intervención educativa mejoró notablemente ese conocimiento al igual que literatura publicada. CONCLUSIÓN: Se comprobó la hipótesis de que es necesario incrementar el conocimiento de infarto cerebral y la conciencia de cómo proceder ante la presentación de esta enfermedad.

recognition and action of the patient/family is related to the educational level. Despite advances in treatment, the best way to deal with it is prevention. OBJECTIVE: To determine the level of knowledge of ischemic stroke in the non-medical population. To demonstrate the hypothesis that education improves levels of knowledge of the disease. MATERIALS AND METHODS: Quasi-experimental before/after clinical trial with single cohort. Population: 113 relatives of patients admitted to the Neurology area of the Carlos Andrade Marín Specialties Hospital during the period March - September 2022. Inclusion criteria: family members in direct care/monitoring of patients admitted with clinical/imaging diagnosis of acute ischemic stroke, signature of informed consent. Exclusion criteria: non-acceptance to participate. Each participant was given a survey at admission, then given an educational document about the topic, and then the survey was administered again. The Mcnemar Chi-square test was used for hypothesis testing and the percentages of frequencies were analyzed with percentage difference. RESULTS: The most known symptom was language impairment, with 44,2% of the population studied being aware of it, 25,7% suspected stroke, 87,6% considered it as an emergency, 31% knew of the existence of risk factors, the percentage difference after the educational intervention increased by: 76,4% in the need to call an ambulance, by more than 47,3% and 111,1% in knowledge of symptoms and risk factors, respectively. The name of the most known stroke was ´stroke´. DISCUSSION: The knowledge to recognize a stroke is low, the knowledge to recognize it as an emergency is high, the educational intervention improved notably this knowledge as well as published literature. CONCLUSION: The hypothesis that it is necessary to increase knowledge of stroke and awareness of how to proceed when faced with this disease was proven.

¿Qué puede esconder el retraso global del desarrollo? A propósito de un caso de causa genética / What can Global Developmental Delay Conceal? Apropos of a Case with a Genetic Cause

Se presenta un niño de 6 años con antecedente de retraso del lenguaje que llevó a sus padres a realizar múltiples consultas. En un primer momento, su cuadro fue interpretado como parte de un retraso global del desarrollo. Posteriormente, el paciente presentó convulsiones y episodios de descompensación metabólica, comenzando desde entonces su seguimiento por los Servicios de neurología, genética y metabolismo. Finalmente, tras varios estudios complementarios, por medio de un exoma trío se arribó al diagnóstico de síndrome de microduplicación del cromosoma 7q11.23, lo que justifica tanto el retraso global de desarrollo del paciente como su clínica neurológica. (AU)

A six-year-old boy presents with a history of language delay that led his parents to make multiple consultations. At first, we interpreted his condition as part of a global developmental delay. Subsequently, the patient presented seizures and episodes of metabolic decompensation, and since then, he had to be followed up by neurology, genetics, and metabolism services. Finally, after several complementary studies, following a trio exome analysis, we diagnosed chromosome 7q11.23 microduplication syndrome, which explains his global developmental delay and neurological symptoms. (AU)

Efecto del Ejercicio en el Medio Acuático sobre la Aptitud Física en Personas con Discapacidad Intelectual: Una Revisión Sistemática / Effect of Exercise in Aquatic Environments on Physical Fitness in People with Intellectual Disabilities: A Systematic Review / Efeito do exercício aquático sobre a aptidão física em pessoas com deficiência intelectual: uma revisão sistemática

Resumen: Los programas de ejercicio en el medio acuático proporcionan un ambiente motivante y divertido, en el cual las personas con discapacidad intelectual pueden realizar actividades deportivas o recreativas de manera accesible, lo que incide positivamente en la condición física. Propósito: El objetivo de la revisión sistemática fue conocer los efectos del ejercicio acuático sobre la aptitud física en personas con discapacidad intelectual. Metodología: Para lograr el propósito del estudio, se llevó a cabo una búsqueda de literatura en las bases de datos Sport Discus, Science Direct, Scopus y PubMed, cuyas publicaciones comprenden del 2009 al 2018; como criterios de inclusión debían especificar el tipo de ejercicio, los componentes de la carga de entrenamiento, el tipo de discapacidad que presentaban los sujetos del estudio y que la duración de la intervención fue mayor a 4 semanas. Resultados: Solamente 5 trabajos cumplieron los criterios de selección. Aquellos en los que aplicaron intervenciones de natación y ejercicio combinado indicaron que se mejoraron elementos de la aptitud física importantes para la salud, así como el desenvolvimiento de actividades de la vida diaria. Se pudo concluir que se requieren investigaciones con mayor rigor metodológico, para clarificar el efecto del ejercicio en el medio acuático sobre los componentes de la aptitud física en personas con discapacidad intelectual.

Abstract: Exercise programs in aquatic environments guarantee a motivating and fun environment in which people with intellectual disabilities can carry out sports or recreational activities in an accessible way, which has a positive effect on their physical condition. Purpose: the objective of the systematic review was to know the effects of aquatic exercise on physical fitness in people with intellectual disabilities. Methodology: To achieve the purpose of the study, a literature search was conducted in the Sport Discus, Science Direct, Scopus, and PubMed databases, whose publications cover from 2009 to 2018. As selection criteria, these publications had to specify the type of exercise, the components of a load of training, the type of disability presented by the study subjects, and the duration of the intervention that should be greater than four weeks. Results: Only five studies met the selection criteria. the studies in which they applied swimming interruption and combined exercise showed that components of physical fitness important for health were improved, as well as the development of activities of daily living. It was concluded that studies with greater methodological rigor are required to clarify the effect of exercise in aquatic environments on the components of physical fitness in people with intellectual disabilities.

Resumo: Os programas de exercícios aquáticos proporcionam um ambiente motivador e divertido no qual pessoas com deficiências intelectuais podem praticar esportes ou atividades recreativas de maneira acessível, o que tem um impacto positivo sobre a condição física. Objetivo: O objetivo da revisão sistemática era descobrir os efeitos do exercício aquático sobre a aptidão física das pessoas com deficiência intelectual. Metodologia: Para atingir o objetivo do estudo, foi feita uma pesquisa bibliográfica nas bases de dados Sport Discus, Science Direct, Scopus e PubMed, cujas publicações foram de 2009 a 2018. Como critérios de seleção, essas publicações tinham que especificar o tipo de exercício, os componentes de uma carga de treinamento, o tipo de deficiência apresentada pelos sujeitos do estudo e a duração da intervenção que devia ser superior a quatro semanas. Resultados: Apenas cinco estudos cumpriram os critérios de seleção. Os estudos nos quais foram aplicados intervenções de natação e exercícios combinados indicaram que os componentes de aptidão física importantes para a saúde, assim como no desempenho das atividades da vida diária, foram melhorados. Concluiu-se que são necessários estudos com maior rigor metodológico para esclarecer o efeito do exercício aquático sobre os componentes da aptidão física das pessoas com deficiência intelectual.

Influencia de entrenamiento sensoriomotor sobre el equilibrio estático en nadadores con síndrome de Down y discapacidad intelectual / Effects of a Sensorimotor Training Program on Static Equilibrium in Swimmers with Down Syndrome and Intellectual Disability / Efeito de um programa de treinamento sensório-motor sobre o equilíbrio estático em nadadores com síndrome de Down e deficiência intelectual

Resumen: Propósito 1: Este estudio determinó el efecto de un programa de entrenamiento sensoriomotor sobre el equilibrio estático en nadadores con síndrome de Down (SD) y discapacidad intelectual (DI). Metodología: Participantes: 13 personas. Instrumentos y materiales: Se utilizó el Modified Clinical Test for Sensory Integration for Balance para determinar el equilibrio y un equipo Wii Balance Board y computadora con programa de análisis del centro de gravedad. Procedimientos: se aplicó un pretest y luego se aplicó un entrenamiento neuromotor (3 sesiones semanales, de 30 minutos, durante 4 semanas), al terminar se aplicó el postest. Por tratarse de deportistas activos continuaron con su rutina sin alteraciones en la carga de entrenamiento. Se usó estadística descriptiva y ANOVA de dos vías 2X2, mediciones y grupos. Resultados: No hubo diferencias estadísticamente significativas entre la variable mediciones (F = 0.14; p = 0.7162) ni por grupos (F = 0.2; p = 0.6659) en variable ojos abiertos estable. En la variable ojos cerrados inestable sí hubo diferencias significativas (F = 0.952; p = 0.350), por grupos (F = 6.066; p = 0.320), en la variable ojos abiertos inestable no hubo diferencias ni en mediciones (F = 0.852; p = 0.376) ni en grupos (F = 2.484; p = 0.143). En variable ojos cerrados estable no hubo diferencias en mediciones (F = 0.716; p = 0.415) ni por grupos (F = 0.801; p = 0.390). Se demostró que este entrenamiento en esa población produce mejora en la variable equilibrio ya que muestra una diferencia significativa p < 0.05 en la variable ojos abiertos inestable 0.32.

Abstract: Purpose2: This study seeks to determine the effect of a sensorimotor training program on static equilibrium in swimmers with Down syndrome and intellectual disability. Method: Participants: a total of 13 swimmers. Instruments and materials: the Modified Clinical Test for Sensory Integration for Balance, a Wii device with a platform, and a computer with a program to analyze the center of gravity were used in the study. Procedures: a pretest was applied, then a neuromotor training was delivered for four weeks, in three sessions of 30 minutes each, and finally, a posttest was applied. Since they were active athletes, they continued their routine without altering the training load. Statistical analysis: descriptive statistics and a two-way ANOVA (2x2, measures and groups) were used. Results: there were no statistically significant differences between the variables measured (F = 0.14, p = 0.7162) or per groups (F = 0.2, p = 0.6659) for the variable open eyes on a stable surface. For the variable closed eyes on an unstable surface, there were significant differences between the variables measured (F = 0.952, p = 0.350) and between groups (F = 6.066, p = 0.320), while for open eyes on an unstable surface there were no differences between the variables measured (F = 0.852, p = 0.376) or between groups (F = 2, .484, p = 0.143). For the variable closed eyes on a stable surface there were no significant differences between the variables measured (F = 0.716, p = 0.415) or between groups (F = 0.801, p = 0.390). It was found that this training in this population produced an improvement (p <0.05) for the variable closed eyes on a stable surface 0.32.

Resumo: Propósito 3: Este estudo determinou o efeito de um programa de treinamento sensório-motor sobre o equilíbrio estático em nadadores com síndrome de Down e deficiência intelectual. Metodologia: Participarem 13 nadadores. Instrumentos e materiais: Se utilizo o Modified Clinical Test for Sensory Integration for Balance (Teste Clínico Modificado de Integração Sensorial para Equilíbrio) para determinar o equilíbrio e um dispositivo Wii Balance Board e computador com um programa de análise do centro de gravidade. Procedimentos: Foi aplicado um pre-teste, quando foi iniciado o treinamento neuromotor por quatro semanas, três sessões de 30 minutos cada uma; ao finalizar o programa, o pós-teste foi aplicado. Pois como eram atletas ativos, eles continuaram com uma carga constante. Foram usadas estatísticas descritivas e ANOVA 2X2 bidirecional, medições e grupos. Resultados: Não houve diferenças estatisticamente significantes entre a variável medições (F = 0,14; p = 0,7162) nem por grupos (F = 0,2; p = 0,6659) na variável olhos abertos estável. Na variável olhos fechados instável houve diferenças significativas (F = 0,952; p = 0,350) e por grupos (F = 6,066; p = 0,320); mas na variável olhos abertos instável não houve diferenças nem em medições (F = 0,852; p = 0,376) nem em grupos (F = 2, 484; p = 0,143). Na variável olhos fechados estável, não houve diferenças significativas em medições (F = 0,716; p = 0,415) nem por grupos (F = 0,801; p = 0,390). Foi demonstrado que este treinamento nestas pessoas melhora a variável equilíbrio, já que mostra uma diferença estatisticamente significante p <0,05 na variável olhos abertos instável 0,32.

Mutación genética RAB11B: retraso psicomotor, braquicefalia, hipoplasia de cuerpo calloso. Primer caso descrito en España / Genetic mutation RAB11B: psychomotor retardation, brachycephaly, and corpus callosum hypoplasia. First case described in Spain

El complejo proteico RAB11B, miembro del complejo Rab GTPasa, codificado por el gen RAB11B, juega un papel importante en el desarrollo neuronal y en la formación de las funciones cognitivas. El gen RAB11B codifica un miembro de la subfamilia de las Rab11 GTPasas que se asocia con el reciclaje de las endosomas y participa en la regulación del tráfico de vesículas endoplásmicas. Se presenta el primer caso descrito en España de mutación en el gen RAB11B (mutación c.64G>A en heterocigosis), clínicamente caracterizado por retraso psicomotor, epilepsia, discapacidad intelectual, hipotonía, braquicefalia e hipoplasia del cuerpo calloso. Se realiza comparación del presente caso con otros cinco casos descritos a nivel mundial con la misma mutación, presentando las similitudes y rasgos distintivos(AU)

GTPase complex, encoded by the RAB11B gene, a member of the Rab protein complex which plays a significant role in neuronal development and the shaping of cognitive functions. The RAB11B gene encodes a member of the Rab11 GTPase subfamily that particularly associates with the recycling of endosomes and participates in the regulation of vesicular trafficking. We present the first case described in Spain of psychomotor retardation, intellectual disability due to a mutation in the RAB11B gene (c.64G>A mutation in heterozygosis), clinically characterized by psychomotor retardation, brachycephaly, corpus callosum hypoplasia, epilepsy and intellectual disability. The case is compared with other five cases described worldwide with the same mutation, presenting their similarities and distinctive features(AU)

Analysis of 4 children with DYNC1H1 gene related spinal muscular atrophy with lower extremity predominant 1 / 中华儿科杂志

Objective: To investigate the clinical features and gene variation characteristics of children with dynein cytoplasmic 1 heavy chain 1 (DYNC1H1) gene associated spinal muscular atrophy with lower extremity predominant (SMALED) 1. Methods: The clinical data of 4 SMALED1 children admitted to Peking University First Hospital from December 2018 to May 2021, who were found to have pathogenic variation of DYNC1H1 gene through genetic testing, except for other genes known to be related to motor retardation, were retrospectively summarized to analyze the phenotype and genotype characteristics. Results: There were 3 males and 1 female. The age of onset was 1 year, 1 day, 1 day and 4 months, respectively. The age of diagnosis was 4 years and 10 months, 9 months, 5 years and 9 months, and 3 years and 1 month, respectively. The clinical manifestations were muscle weakness and muscular atrophy of lower limbs, 2 cases with foot deformity, 1 case with early non progressive joint contracture, 1 case with hip dislocation and 1 case with mental retardation. De novo heterozygous missense variations in DYNC1H1 gene were found in all 4 children. According to the rating of American College of medical genetics and genomics, they were all possible pathogenic and pathogenic variations, with p.R598C, p.P776L, p.Y1109D variations had been reported, and p.I1086R variation had not been reported. Conclusions: For those with unexplained lower limb muscle weakness, muscle atrophy, joint contracture and foot deformity, upper limb motor ability related retention, with or without mental retardation, as well as the motor ability progresses slowly, it is necessary to consider the possibility of SMALED1 and the detection of DYNC1H1 gene when necessary.

Clinical and genetic analysis of three children with KBG syndrome due to novel variants of ANKRD11 gene / 中华医学遗传学杂志

OBJECTIVE@#To explore the clinical and genetic characteristics of three children with KBG syndrome.@*METHODS@#Clinical data of the three children from two families who have presented at the First Affiliated Hospital of Zhengzhou University between October 2019 and September 2020 and their family members were collected. Trio-whole exome sequencing (trio-WES) and Sanger sequencing were carried out.@*RESULTS@#All children had feeding difficulties, congenital heart defects and facial dysmorphism. The sib- pair from family 1 was found to harbor a novel de novo heterozygous c.6270delT (p.Q2091Rfs*84) variant of the ANKRD11 gene, whilst the child from family 2 was found to harbor a novel heterozygous c.6858delC (p.D2286Efs*51) variant of the ANKRD11 gene, which was inherited from his mother who had a mild clinical phenotype.@*CONCLUSION@#The heterozygous frameshift variants of the ANKRD11 gene probably underlay the disease in the three children. Above findings have enriched the spectrum of the ANKRD11 gene variants.

Genetic analysis of a family with BCL11A-related intellectual disability / 中华医学遗传学杂志

OBJECTIVE@#To explore the genetic basis for two patients from a family with BCL11A-related intellectual disability (BCL11A-ID).@*METHODS@#Clinical data of the proband and her family members was analyzed. Chromosomal karyotyping analysis, trio-whole exome sequencing (trio-WES) and copy number variation sequencing (CNV-seq) were carried out. For the suspected genetic variants, Sanger sequencing was used to verify, and pathogenicity assessment was conducted.@*RESULTS@#The proband and her mother both had intellectual and language impairment, and their fetal hemoglobin (HbF) was significantly elevated. A heterozygous c.1327_c.1328delTC (p.Ser443Hisfs*128) variant was found in exon 4 of the BCL11A gene by WES, which has resulted in truncated expression of the encoded protein, and Sanger sequencing has verified that the variant was inherited from the mother. The variant was not found in related databases. The variant was predicted as pathogenic according to the guidelines from the American College of Medical Genetics and Genomics (ACMG) (PVS1+PM2+PP1). No karyotypic abnormality was found in the proband, her parents and brother, and no pathogenic CNVs was found in the proband and her parents.@*CONCLUSION@#The c.1327_c.1328delTC (p.Ser443Hisfs*128) variant may underlay the BCL11A-ID in the proband and her mother. This de novo variant has expanded the mutational spectrum of the BCL11A gene.

Analysis of a child with autosomal dominant mental retardation type 40 due to variant of CHAMP1 gene / 中华医学遗传学杂志

OBJECTIVE@#To explore the clinical and genetic features of a child with autosomal dominant mental retardation type 40 (MRD40) due to variant of the CHAMP1 gene.@*METHODS@#Clinical characteristics of the child were analyzed. Genetic testing was carried out by low-depth high-throughput and whole genome copy number variant sequencing (CNV-seq) and whole exome sequencing (WES). A literature review was also carried out for the clinical phenotype and genetic characteristics of patients with MRD40 due to CHAMP1 gene variants.@*RESULTS@#The child, a 11-month-old girl, has presented with intellectual and motor developmental delay. CNV-seq revealed no definite pathogenic variants. WES has detected the presence of a heterozygous c.1908C>G (p.Y636*) variant in the CHAMP1 gene, which was carried by neither parent and predicted to be pathogenic. Literature review has identified 33 additional children from 12 previous reports. All children had presented with developmental delay and mental retardation, and most had dystonia (94.1%), delayed speech and/or walking (85.2%, 82.4%) and ocular abnormalities (79.4%). In total 26 variants of the CHAMP1 gene were detected, with all nonsense variants being of loss-of-function type, located in exon 3, and de novo in origin.@*CONCLUSION@#The heterozygous c.1908C>G (p.Y636*) variant of the CHAMP1 gene probably underlay the WRD40 in this child. Genetic testing should be considered for children featuring global developmental delay, mental retardation, hypertonia and facial dysmorphism.

A case of mental retardation caused by a frameshift variant of SYNGAP1 gene / 中华医学遗传学杂志

OBJECTIVE@#To explore the genetic basis for a child with mental retardation.@*METHODS@#Whole exome sequencing was carried out for the child. Candidate variant was screened based on his clinical features and verified by Sanger sequencing.@*RESULTS@#The child was found to harbor a c.995_1002delAGACAAAA(p.Asp332AlafsTer84) frameshift variant in the SYNGAP1 gene. Bioinformatic analysis suggested it to be pathogenic. The same variant was not detected in either parent.@*CONCLUSION@#The c.995_1002delAGACAAAA(p.Asp332AlafsTer84) frameshift variant of the SYNGAP1 gene probably underlay the mental retardation in this child. Above finding has expanded the spectrum of SYNGAP1 gene variants and provided a basis for the diagnosis and treatment for this child.

Prenatal diagnosis and genetic analysis of a rare case with 8p deletion and duplication / 中华医学遗传学杂志

OBJECTIVE@#To explore the genetic etiology for a child featuring mental retardation, language delay and autism.@*METHODS@#G-banding chromosomal karyotyping and single nucleotide polymorphism array (SNP-array) were carried out for the child and her parents.@*RESULTS@#The child was found to have a 46,XX,dup(8p?) karyotype, for which both of her parents were normal. SNP-array revealed that the child has harbored a 6.8 Mb deletion in 8p23.3p23.1 and a 21.8 Mb duplication in 8p23.1p12, both of which were verified as de novo pathogenic copy number variants.@*CONCLUSION@#The clinical features of the child may be attributed to the 8p deletion and duplication. SNP-array can facilitate genetic diagnosis for children featuring mental retardation in conjunct with other developmental anomalies.