Bilingüismo y lenguaje en niños con trastorno del espectro autista: una revisión sistemática / Bilingualism and language in children with autistic spectrum disorder: a systematic review

Introducción La comunicación y el lenguaje de las personas con trastorno del espectro autista (TEA) son algunos de los aspectos que más frecuentemente se ven alterados en este trastorno del neurodesarrollo. Cuando un niño que recibe el diagnóstico de TEA vive en un entorno bilingüe, los padres con frecuencia manifiestan su preocupación sobre si sus hijos deberían aprender dos idiomas simultáneamente y acuden a especialistas para ser aconsejados al respecto. A pesar de que no exista evidencia de sus efectos negativos, algunos profesionales se han mostrado en desacuerdo. Este trabajo pretende conocer si el bilingüismo afecta al lenguaje de niños con TEA. Desarrollo Se ha realizado una revisión de la literatura científica publicada en cuatro bases de datos y siguiendo una serie de criterios se han seleccionado 12 artículos publicados en revistas científicas. Participaron 328 niños diagnosticados con TEA (169 bilingües y 159 monolingües) con edades entre los 3 y 12 años, evaluados con diferentes pruebas de lenguaje receptivo y expresivo que abarcan áreas diversas. La evaluación se realizó de modo directo a los niños, aunque también se evaluaron indirectamente a los padres en algunos trabajos. Conclusiones Se ha comprobado en esta revisión que existe acuerdo sobre que el bilingüismo no supone ninguna dificultad adicional para el desarrollo del lenguaje de niños con TEA a partir de los 3 años. (AU)

Introduction Communication and language skills are among the most severely affected domains in individuals with autistic spectrum disorder (ASD). When a child diagnosed with ASD lives in a bilingual environment, the parents often express concerns about whether their child should learn both languages simultaneously, turning to specialists for advice. Despite the lack of evidence of any negative effect, some professionals disagree on this subject. In this systematic review we study whether bilingualism affects language development in children with ASD. Methods We reviewed the literature published in 4 different databases. After applying a series of selection criteria, we selected 12 scientific articles, including a total of 328 children diagnosed with ASD (169 bilingual and 159 monolingual), with ages ranging from 3 to 12 years. These patients were evaluated with different receptive and expressive language assessment instruments covering several areas. The assessments were performed directly on the children, although indirect assessment of parents was also performed in some studies. Conclusions There seems to be consensus regarding the assertion that bilingualism does not entail any additional difficulty for language development in children with ASD from the age of 3. (AU)

Bilingüismo y lenguaje en niños con trastorno del espectro autista: una revisión sistemática / Bilingualism and language in children with autistic spectrum disorder: a systematic review

Introducción La comunicación y el lenguaje de las personas con trastorno del espectro autista (TEA) son algunos de los aspectos que más frecuentemente se ven alterados en este trastorno del neurodesarrollo. Cuando un niño que recibe el diagnóstico de TEA vive en un entorno bilingüe, los padres con frecuencia manifiestan su preocupación sobre si sus hijos deberían aprender dos idiomas simultáneamente y acuden a especialistas para ser aconsejados al respecto. A pesar de que no exista evidencia de sus efectos negativos, algunos profesionales se han mostrado en desacuerdo. Este trabajo pretende conocer si el bilingüismo afecta al lenguaje de niños con TEA. Desarrollo Se ha realizado una revisión de la literatura científica publicada en cuatro bases de datos y siguiendo una serie de criterios se han seleccionado 12 artículos publicados en revistas científicas. Participaron 328 niños diagnosticados con TEA (169 bilingües y 159 monolingües) con edades entre los 3 y 12 años, evaluados con diferentes pruebas de lenguaje receptivo y expresivo que abarcan áreas diversas. La evaluación se realizó de modo directo a los niños, aunque también se evaluaron indirectamente a los padres en algunos trabajos. Conclusiones Se ha comprobado en esta revisión que existe acuerdo sobre que el bilingüismo no supone ninguna dificultad adicional para el desarrollo del lenguaje de niños con TEA a partir de los 3 años. (AU)

Introduction Communication and language skills are among the most severely affected domains in individuals with autistic spectrum disorder (ASD). When a child diagnosed with ASD lives in a bilingual environment, the parents often express concerns about whether their child should learn both languages simultaneously, turning to specialists for advice. Despite the lack of evidence of any negative effect, some professionals disagree on this subject. In this systematic review we study whether bilingualism affects language development in children with ASD. Methods We reviewed the literature published in 4 different databases. After applying a series of selection criteria, we selected 12 scientific articles, including a total of 328 children diagnosed with ASD (169 bilingual and 159 monolingual), with ages ranging from 3 to 12 years. These patients were evaluated with different receptive and expressive language assessment instruments covering several areas. The assessments were performed directly on the children, although indirect assessment of parents was also performed in some studies. Conclusions There seems to be consensus regarding the assertion that bilingualism does not entail any additional difficulty for language development in children with ASD from the age of 3. (AU)

Bilingualism and language in children with autistic spectrum disorder: a systematic review.

INTRODUCTION: Communication and language skills are among the most severely affected domains in individuals with autistic spectrum disorder (ASD). When a child diagnosed with ASD lives in a bilingual environment, the parents often express concerns about whether their child should learn both languages simultaneously, turning to specialists for advice. Despite the lack of evidence of any negative effect, some professionals disagree on this subject. In this systematic review we study whether bilingualism affects language development in children with ASD. METHODS: We reviewed the literature published in 4 different databases. After applying a series of selection criteria, we selected 12 scientific articles, including a total of 328 children diagnosed with ASD (169 bilingual and 159 monolingual), with ages ranging from 3 to 12 years. These patients were evaluated with different receptive and expressive language assessment instruments covering several areas. The assessments were performed directly on the children, although indirect assessment of parents was also performed in some studies. CONCLUSIONS: There seems to be consensus regarding the assertion that bilingualism does not entail any additional difficulty for language development in children with ASD from the age of 3.

Grammatical comprehension in language and communication disorders.

Autism Spectrum Disorder (ASD) and Developmental Language Disorder (DLD) have traditionally been considered separate disorders, although some similarities and overlaps in certain aspects of language have been detected. In this paper, we compare the deficits in receptive grammar in these two disorders. We analyse the proportion of grammatical errors in relation to semantic complexity in 84 children divided into four groups: children with autism language impairment (ALI), with autism language normal (ALN), with DLD, and with typical development (TD), all groups with the same age of receptive vocabulary. The results show significant differences in the comprehension of grammatical structures, both simple (canonical and non-reversible) and complex (non-canonical and reversible). Children with ASD and DLD show different language profiles depending on the syntactic complexity. In the simplest structures, no differences are found between the groups, starting at an equivalent vocabulary age of 7:8 years. However, there are differences between the ALI and DLD groups with respect to the TD group in the more complex structures, starting at an equivalent vocabulary age of 3 years. Therefore, both groups ALI and DLD present the greatest difficulties compared to ALN and TD. The paper discusses the importance of attending to these differences, since the repercussion of comprehension difficulties increases as children grow.

Bilingualism and language in children with autistic spectrum disorder: a systematic review. / Bilingüismo y lenguaje en niños con trastorno del espectro autista: una revisión sistemática.

INTRODUCTION: Communication and language skills are among the most severely affected domains in individuals with autistic spectrum disorder (ASD). When a child diagnosed with ASD lives in a bilingual environment, the parents often express concerns about whether their child should learn both languages simultaneously, turning to specialists for advice. Despite the lack of evidence of any negative effect, some professionals disagree on this subject. In this systematic review we study whether bilingualism affects language development in children with ASD. METHODS: We reviewed the literature published in 4 different databases. After applying a series of selection criteria, we selected 12 scientific articles, including a total of 328 children diagnosed with ASD (169 bilingual and 159 monolingual), with ages ranging from 3 to 12 years. These patients were evaluated with different receptive and expressive language assessment instruments covering several areas. The assessments were performed directly on the children, although indirect assessment of parents was also performed in some studies. CONCLUSIONS: There seems to be consensus regarding the assertion that bilingualism does not entail any additional difficulty for language development in children with ASD from the age of 3.

[Psychological adaptation in children with autism spectrum disorder and its effect on family quality of life]. / Conducta adaptativa en niños con trastorno del espectro autista y su efecto sobre la calidad de vida familiar.

INTRODUCTION: In most children with autism spectrum disorder (ASD), other difficulties that do not fall within the diagnostic criteria arose, and could have an impact on family quality of life. Previous research has shown several relationships among these variables and family quality of life, however results are contradictories. AIM: To examine the role of psychological adaptation (including emotional symptoms, behavioral problems, hyperactivity, problems with peers, and prosocial behavior) in children with ASD and typical development, and its impact on family quality of life. SUBJECTS AND METHODS: Twenty-four families of children with ASD (level 1 of support) and 25 families of children with typical development between 6 and 13 years old. We have considered diagnosis of Asperger syndrome (following DSM-IV-TR) with ASD-level 1 of support (following DSM-5). We have evaluated intelligence, vocabulary, adaptive behavior, and family quality of life. RESULTS: We have found significant differences in those variables related to psychological adaptation, and in some components of the family quality of life (family interaction, physical and emotional wellbeing). In our regression model, prosocial behaviors and the group were the main predictors of satisfaction on family quality of life. CONCLUSION: It is important to pay attention to the prosocial behaviors in ASD due to its potential protective effect.

TITLE: Conducta adaptativa en niños con trastorno del espectro autista y su efecto sobre la calidad de vida familiar.Introducción. En la mayoría de los niños con trastorno del espectro autista (TEA) aparecen dificultades asociadas que, aunque no se incluyen en los criterios diagnósticos, podrían tener impacto sobre la calidad de vida familiar. La bibliografía ha mostrado algunas relaciones entre estas variables y la calidad de vida familiar, aunque los resultados no son concluyentes. Objetivo. Examinar el papel de la conducta adaptativa (incluyendo síntomas emocionales, problemas de conducta, hiperactividad/falta de atención, problemas de relaciones entre compañeros y comportamiento prosocial) en niños con TEA y con desarrollo típico, y su posible impacto sobre la calidad de vida familiar. Sujetos y métodos. Veinticuatro familias de niños con TEA (nivel 1 de apoyo) y 25 familias de niños con desarrollo típico con edades comprendidas entre 6 y 13 años. Se ha igualado el síndrome de Asperger (según el DSM-IV-TR) con el TEA con nivel 1 de apoyo (según el DSM-5). Se han evaluado la inteligencia, el vocabulario, la conducta adaptativa y la calidad de vida familiar. Resultados. Se han encontrado diferencias significativas en las variables relacionadas con la conducta adaptativa y en algunos de los componentes de la calidad de vida familiar (interacción familiar, bienestar físico y emocional). En el modelo de regresión, presentar unos mejores niveles de conducta prosocial y el grupo aparecieron como los principales predictores de la satisfacción percibida en la calidad de vida familiar. Conclusión. Es importante atender a las dificultades en la conducta prosocial en el TEA, dado su potencial efecto protector sobre la calidad de vida familiar.

[Communicative and social-adaptive profile in children with autism spectrum disorder: a new approach based on the DSM-5 criteria]. / Perfil comunicativo y de adaptacion social en poblacion infantil con trastornos del espectro autista: nuevo enfoque a partir de los criterios del DSM-5.

INTRODUCTION: Following the adoption of the new international diagnosis classification from the Diagnostic and Statistical Manual (DSM-5), autism spectrum disorder (ASD) has been established as a dimensional category that includes other disorders that were previously considered as separate entities. Previous research has shown that some people with this disorder exhibit different communicative and linguistic profiles. Therefore, contradictory results could be found among people who receive the same diagnosis. AIM: To distinguish structural language aspects (expression and comprehension), interactive aspects (pragmatics), and social adaptation between children with an ASD-level 1 of support and children with typical development. SUBJECTS AND METHODS: Seventeen children with Asperger syndrome (according to the DSM-IV-TR), and 20 children with typical development between 7 and 12 years old. We have equated diagnosis of Asperger syndrome with ASD-level 1 of support. We have evaluated intelligence quotient, communication, and social adaptation with direct and indirect standardized parental scales. RESULTS: We have found significant differences in comprehension (p = 0.025), interaction (p = 0.001), and social adaptation (p = 0.001) between the two groups. CONCLUSIONS: Subjects with ASD-level 1 of support demonstrate an average intelligence quotient, and good expressive structure (syntax and semantic level), which may be different from other children who receive the same diagnosis, due to the wide heterogeneity of the disorder. Nevertheless, our subjects have problems related to comprehension of grammar structure, pragmatics, and social adaptation. These difficulties could be related to emotional and social problems.

TITLE: Perfil comunicativo y de adaptacion social en poblacion infantil con trastornos del espectro autista: nuevo enfoque a partir de los criterios del DSM-5.Introduccion. Tras la nueva clasificacion diagnostica del Manual diagnostico y estadistico de los trastornos mentales, quinta edicion (DSM-5), el trastorno del espectro autista (TEA) ha pasado a considerarse una categoria dimensional que engloba una serie de trastornos que antes se consideraban como entidades diferentes. La bibliografia previa ha mostrado perfiles comunicativos y linguisticos diferentes en personas con estos trastornos, por lo que podrian encontrarse resultados contradictorios en los individuos que en la actualidad reciben un diagnostico de TEA. Objetivo. Identificar los aspectos del lenguaje estructural (expresion y comprension), interaccion (pragmatica) y adaptacion social diferenciales en niños con diagnostico de TEA de nivel 1 de apoyo y compararlos con niños con desarrollo tipico. Sujetos y metodos. Diecisiete niños con sindrome de Asperger (segun el DSM-IV-TR) y 20 niños con desarrollo tipico de entre 7 y 12 años. Se ha equiparado el sindrome de Asperger del DSM-IV-TR con el TEA con nivel 1 de apoyo del DSM-5. Se ha evaluado la inteligencia, la comunicacion y la adaptacion social con medidas directas estandarizadas y medidas indirectas paternas. Resultados. Se han encontrado diferencias significativas en comprension (comprension de estructuras gramaticales; p = 0,025), interaccion (cuestionario de capacidades y dificultades total; p = 0,001) y adaptacion social (Children's Communication Checklist-2 total; p = 0,001) entre los grupos. Conclusiones. Los participantes con TEA con nivel 1 muestran un nivel de inteligencia normal y buena expresividad estructural (sintaxis y semantica), lo que podria diferenciarlos sustancialmente, dada la gran heterogeneidad del trastorno, de otros niños que en la actualidad tambien reciben el diagnostico de TEA. No obstante, nuestros participantes tambien presentan problemas de comprension de estructuras gramaticales, interaccion pragmatica y adaptacion social. Estas dificultades podrian relacionarse con posibles problemas emocionales y de socializacion.

Word structures of Granada Spanish-speaking preschoolers with typical versus protracted phonological development.

BACKGROUND: Research on children's word structure development is limited. Yet, phonological intervention aims to accelerate the acquisition of both speech-sounds and word structure, such as word length, stress or shapes in CV sequences. Until normative studies and meta-analyses provide in-depth information on this topic, smaller investigations can provide initial benchmarks for clinical purposes. AIMS: To provide preliminary reference data for word structure development in a variety of Spanish with highly restricted coda use: Granada Spanish (similar to many Hispano-American varieties). To be clinically applicable, such data would need to show differences by age, developmental typicality and word structure complexity. Thus, older typically developing (TD) children were expected to show higher accuracy than younger children and those with protracted phonological development (PPD). Complex or phonologically marked forms (e.g. multisyllabic words, clusters) were expected to be late developing. METHODS & PROCEDURES: Participants were 59 children aged 3-5 years in Granada, Spain: 30 TD children, and 29 with PPD and no additional language impairments. Single words were digitally recorded by a native Spanish speaker using a 103-word list and transcribed by native Spanish speakers, with confirmation by a second transcriber team and acoustic analysis. The program Phon 1.5 provided quantitative data. OUTCOMES & RESULTS: In accordance with expectations, the TD and older age groups had better-established word structures than the younger children and those with PPD. Complexity was also relevant: more structural mismatches occurred in multisyllabic words, initial unstressed syllables and clusters. Heterosyllabic consonant sequences were more accurate than syllable-initial sequences. The most common structural mismatch pattern overall was consonant deletion, with syllable deletion most common in 3-year-olds and children with PPD. CONCLUSIONS & IMPLICATIONS: The current study provides preliminary reference data for word structure development in a Spanish variety with restricted coda use, both by age and types of word structures. Between ages 3 and 5 years, global measures (whole word match, word shape match) distinguished children with typical versus protracted phonological development. By age 4, children with typical development showed near-mastery of word structures, whereas 4- and 5-year-olds with PPD continued to show syllable deletion and cluster reduction, especially in multisyllabic words. The results underline the relevance of multisyllabic words and words with clusters in Spanish phonological assessment and the utility of word structure data for identification of protracted phonological development.

Prevalencia e intensidad del dolor posoperatorioy su relación con la satisfacción de los pacientesen una unidad de urología / No disponible

La enfermera juega un papel relevante en el seguimiento de las respuestas de los pacientes con dolor. El primer objetivo fue medir la prevalenciae intensidad del dolor en pacientes con patología urológica que habían sido intervenidos en nuestro hospital. En segundo lugar,medir el grado de satisfacción de los pacientes intervenidos con la información recibida y el control del dolor posoperatorio.Se diseñó un estudio observacional y prospectivo durante 4 meses en la unidad de Urología del Hospital General de Ciudad Real. A unamuestra de pacientes se les pasó un cuestionario para medir la intensidad del dolor a su llegada y a las 24 y 48 horas del ingreso, utilizandola escala EVA. El cuestionario contiene una serie de ítems con respuesta tipo Likert para evaluar el grado de satisfacción de los pacientes.Se entrevistaron 107 pacientes entre marzo y junio del 2010. El 33,6% de los intervenidos refirió dolor. La intensidad del dolor se situóen una media de valor EVA de 1,5 a las 24 h y de 1,1 a las 48 h. El 94,4% de los pacientes estuvo satisfecho con su manejo del dolor.La intensidad y prevalencia del dolor se mantienen por debajo de valores de referencia, siendo el grado de satisfacción de los pacientescon el control del dolor posquirúrgico elevado (AU)

Nursing plays a relevant role in the follow-up of the answers of patients with pain. The first goal was to measure the prevalence andintensity of pain in patients with urological pathology that had been surged in our hospital. In the second place, to measure the degree ofsatisfaction of the patients surged with the received information and the control of the postoperative pain.An observable and prospective study was designed for 4 months in the Urology unit of the Hospital General de Ciudad Real. A sampleof patients were given a questionnaire to measure pain intensity on its arrival and at the 24 and 48 hours of the admission, using EVAscale. The questionnaire contains a series of items with Likert type of answer to evaluate the degree of satisfaction of the patients.A total of 107 patients were interviewed between March and June of 2010. 33.6% of the surged reported pain. Pain intensity was anaverage EVA of 1.5 at 24 h and of 1.1 at the 48 h. 94.4% of the patients was satisfied with their handling of pain.The intensity and prevalence of pain keep below values of reference, being the degree of satisfaction of patients with the control of postsurgicalpain high (AU)

Copper, zinc and lead bioaccumulation in marine snail, Strombus gigas, from Guacanayabo Gulf, Cuba.

Levels of copper, zinc and lead were determined in sediments and edible muscle of marine snail Strombus gigas collected from Guacanayabo Gulf, Cuba. The concentration range of each metal in marine snail muscle on mg kg(-1) wet weight varied as follows: Cu = 6.4-32.6, Zn = 20.4-31.1 and Pb = 0.2-2.3; and in corresponding sediments (on mg kg(-1) dry weight) as: Cu = 157-186, Zn = 56-94 and Pb = 20-37. The average biota-sediment accumulation factors (BSAFs) obtained for studied metals are less than unity in all cases, indicating that only a little fraction of metal content in the sediments is bioavailable, independently of their possible enrichments in the sediments. The concentrations of copper and lead in some of the marine snails are above typical public health recommended limits.

Copper, zinc and lead enrichments in sediments from Guacanayabo Gulf, Cuba, and its bioaccumulation in oysters, Crassostrea rhizophorae.

Levels of iron, copper, zinc and lead were determined in sediments and soft tissue of the oyster Crassostrea rhizophorae collected from Guacanayabo Gulf, Cuba. Metal-to-Iron ratio in sediments shows an average enrichment for Cu (5,1), Pb (11,7) and Zn (1,3) in the last 20 years. Metal concentrations found in soft tissue of C. rhizophorae are site dependent. The average biota-sediment accumulation factors (BSAFs) obtained for Fe, Cu and Pb are less than unity in all cases, indicating that only a little fraction of Cu and Pb in the sediments is bioavailable, independently of their enrichments. Zinc has an average BSAF value of 2.4 and may represent a serious impact in the area. The concentrations of zinc and copper in some of the oysters are above typical public health recommended limits.

La práctica basada en la evidencia en la logopedia española: estudio descriptivo / Evidence-based practice in Spanish logopedics: a descriptive study

El objetivo de este trabajo es sondear el conocimientoy la opinión de los logopedas españoles hacia la prácticabasada en la evidencia (PBE), analizar las actitudes, losprincipales recursos y las fuentes de información queutilizan en su proceso terapéutico y la percepción debarreras hacia la PBE. Para ello se ha elaborado un cuestionario en el que se hacen una serie de preguntasgenerales sobre cuestiones de interés (edad, grado académico superior, vinculación a la universidad, pertenencia a alguna asociación de logopedia, etc.), y se formulan otras preguntas sobre actitudes, recursos y barreras hacia la PBE. A este cuestionario han contestado 217 logopedas de las distintas Comunidades Autónomas. Se presentan los datos de frecuencia y porcentajes en cada uno de los ítems del cuestionario en dos secciones: información básica y actitudes, fuentes, recursos utilizados y barreras hacia la PBE. Con este trabajo se trata de recoger la opinión de los logopedas sobre la aceptación de la PBE, de la documentación científica y de los estudios de investigación, sobre los que existe muy poca información y, más concretamente, en el entorno de la logopedia española

In this work we sound out the knowledge and view217 of speech-language pathologists all over Spaintoward Evidence-Based Practice (EBP) as well asto analyze attitudes, main tools and informationsources used in their therapeutical tasks. This isdone by means of a questionnaire containing someissues of interest (e.g., age, higher level education,university connection, membership to any association/society of speech-language pathologists…) andvarious questions about attitudes, tools and barriersrelated to EBP. The results are classified in twosections: basic information and attitudes towardEBP, and sources, utilization and barriers to EBP.We want to come across the views of the speechlanguagepathologists all over Spain about acceptanceand popularity of EBP, scientific documentationand use of research in his daily professionaltask

[Psychometric properties of a grammatical comprehension test]. / Propiedades psicométricas de unaprueba de comprensión gramatical.

INTRODUCTION: The Grammatical Structures Comprehension Test (CEG) has been designed to evaluate the language alterations of both Spanish speaking children and adults (specific language impairment, aphasia, craneoencephalic traumatism...) in a rapid and simple way. AIM: To study the psychometric properties of the CEG (reliability, validity and discrimination rates). SUBJECTS AND METHODS: The test was carried out on a sample of 1,404 children. The criteria validity was done with 181 children, whom various tests other than CEG were applied to. RESULTS: The discrimination rate in the 27% of the subjects with the highest scores in the CEG and the 27% of those that had the worst scores show that more than the half of the test elements produce a rate higher than 0.3 between children with good and bad scores. Out of the 20 blocks of the CEG, 15 of them present a discrimination rate between 0.5 and 1. Finally, the discrimination rate data obtained for each age group reveal that the easiest and the most difficult elements and blocks are coherently those with a lower discrimination power. This trend can be noticed in each age group. CONCLUSIONS: CEG is a reliable and valid measure to evaluate the grammatical comprehension, being very useful in clinics.

Propiedades psicométricas de una prueba de comprensión gramatical / Pscychometric properties of a grammatical comprehension test

Introducción. El test de comprensión de estructuras gramaticales (CEG) es una prueba que permite evaluar a niños y adultos que presentan alteraciones en la comprensión del lenguaje (trastorno específico del lenguaje, afasia, traumatismo craneoencefálico, etc.), de forma rápida y sencilla. Objetivo. Estudiar las propiedades psicométricas del CEG (fiabilidad, validez e índices de discriminación). Sujetos y métodos. La prueba se aplicó a 1.404 niños. En el estudio de validez de criterio participaron 181 niños, a los que se administraron otras pruebas además del CEG.Resultados. Los índices de discriminaciónobtenidos entre el 27% de sujetos con puntuaciones totales más altas en el CEG y el 27% que consiguió peor puntuación mostraron que más de la mitad de los elementos del test arrojan un índice superior a 0,3 entre los niños con mejor y peor puntuación. De los 20 bloques de estructuras gramaticales del CEG, 15 presentan un índice de discriminación entre el 0,5 y 1. Finalmente, los resultados de los índices de discriminación de los bloques en cada grupo de edad indican que los elementos y bloques más fáciles y más difíciles son, lógicamente, los que tienen menor poder de discriminación, tendencia que se manifiestaen cada grupo de edad. Conclusiones. El CEG es una medida válida y fiable para la evaluación de la comprensión gramatical, en función de los resultados, y es de gran utilidad en el campo clínico

Introduction. The Grammatical Structures Comprehension Test (CEG) has been designed to evaluate the languagealterations of both Spanish speaking children and adults (specific language impairment, aphasia, craneoencephalic traumatism...) in a rapid and simple way. Aim. To study the psychometric properties of the CEG (reliability, validity and discrimination rates). Subjects and methods. The test was carried out on a sample of 1,404 children. The criteria validity was done with 181 children, whom various tests other than CEG were applied to. Results. The discrimination rate in the 27% of the subjects with the highest scores in the CEG and the 27% of those that had the worst scores show that more than the half of the test elements produce a rate higher than 0.3 between children with good and bad scores. Out of the 20 blocks of the CEG, 15 of them present a discrimination rate between 0.5 and 1. Finally, the discrimination rate data obtained for each age group reveal that the easiest and the most difficult elements and blocks are coherently those with a lower discrimination power. This trend can be noticed in each age group. Conclusions. CEG is a reliable and valid measure to evaluate the grammatical comprehension, being very useful in clinics

Photoactivated chlorophyllin-based gelatin films and coatings to prevent microbial contamination of food products.

The aim of this work was to develop antimicrobial photosensitizer-containing edible films and coatings based on gelatin as the polymer matrix, incorporating sodium magnesium chlorophyllin (E-140) and sodium copper chlorophyllin (E-141). Chlorophyllins were incorporated into the gelatin film-forming solution and the inhibiting effect of the cast films was tested against Staphylococcus aureus and Listeria monocytogenes. The results demonstrated that water soluble sodium magnesium chlorophyllin and water soluble sodium copper chlorophyllin reduced the growth of S. aureus and L. monocytogenes by 5 log and 4 log respectively. Subsequently, the activity of self-standing films and coatings containing E-140 was assessed on cooked frankfurters inoculated with S. aureus and L. monocytogenes. These tests showed that it was possible to reduce microorganism growth in cooked frankfurters inoculated with S. aureus and L. monocytogenes by covering them with sodium magnesium chlorophyllin-gelatin films and coatings.