ABSTRACT
PURPOSE: MHC class I presentation of peptides allows T cells to survey the cytoplasmic protein milieu of host cells. During infection, presentation of self peptides is, in part, replaced by presentation of microbial peptides. However, little is known about the self peptides presented during infection, despite the fact that microbial infections alter host cell gene expression patterns and protein metabolism. EXPERIMENTAL DESIGN: The self peptide repertoire presented by HLA-A*01;01, HLA-A*02;01, HLA-B*07;02, HLA-B*35;01, and HLA-B*45;01 (where HLA is human leukocyte antigen) was determined by tandem MS before and after vaccinia virus infection. RESULTS: We observed a profound alteration in the self peptide repertoire with hundreds of self peptides uniquely presented after infection for which we have coined the term "self peptidome shift." The fraction of novel self peptides presented following infection varied for different HLA class I molecules. A large part (approximately 40%) of the self peptidome shift arose from peptides derived from type I interferon-inducible genes, consistent with cellular responses to viral infection. Interestingly, approximately 12% of self peptides presented after infection showed allelic variation when searched against approximately 300 human genomes. CONCLUSION AND CLINICAL RELEVANCE: Self peptidome shift in a clinical transplant setting could result in alloreactivity by presenting new self peptides in the context of infection-induced inflammation.
Subject(s)
Antigen Presentation , Histocompatibility Antigens Class I/metabolism , Peptides/immunology , Vaccinia virus/physiology , Amino Acid Sequence , Cell Line , Humans , Molecular Sequence Data , Oncogenes , Peptides/chemistry , Proteomics , Vaccinia virus/immunologyABSTRACT
OBJECTIVE: To assess, among Chilean students, the reliability and validity of three scales that measure attention deficit hyperactivity disorder (ADHD): the ADHD Rating Scale-IV (ADHD-IV); the scale for evaluating attention deficit disorder with hyperactivity (EDAH); and Spain's version of the ADHD Rating Scale-IV (Spa-ADHD-IV). METHODS: A study of the instruments was conducted with the tutors (n = 612) and teachers (n = 82) of a controlled sample of 640 children 6-11 years of age, who were students attending public schools (n = 228, 35.6% of total), subsidized schools (n = 200, 31.3%), or private schools (n = 212, 33.1%) in Antofagasta, Chile. The convergent validity of the ADHD rating instruments was determined using Stroop and Wechsler tests. RESULTS: All three scales studied had satisfactory levels of internal consistency (Cronbach's alpha of 0.88-0.97 for the scales; 0.76-0.97 for the items) and a factor structure that was theoretically-aligned for most of the assessment areas, although only the Spa-ADHD-IV with tutors and teachers and the ADHD-IV with teachers had comparative and relative fit indices greater than 0.90. Significant differences were found by age, gender, and type of evaluator (tutor or teacher). CONCLUSIONS: The ADHD-IV and Spa-ADHD-IV met all reliability and validity criteria; so both may be applied for screening and diagnosis in the Chilean population. The Spa-ADHD-IV scale offers the best psychometric properties based on its reliability and validity.
Subject(s)
Attention Deficit Disorder with Hyperactivity/diagnosis , Surveys and Questionnaires , Child , Chile , Female , Humans , Male , Psychometrics , Reproducibility of ResultsABSTRACT
Objetivo: Evaluar en escolares chilenos la fiabilidad y la validez de tres escalas que miden el trastorno de déficit de atención con hiperactividad (TDAH): el inventario para déficit de atención (IDDA), la escala de evaluación del déficit de atención con hiperactividad (EDAH) y la adaptación española de la escala para la gradación del déficit de atención con hiperactividad IV (EGDAH IV). Método: Estudio instrumental con los tutores (n = 612) y los profesores (n = 82) de una muestra intencional de 640 niños y niñas de 6 a 11 años de edad, estudiantes de establecimientos municipales públicos (n = 228; 35,6 por ciento del total); subvencionados (n = 200; 31,3 por ciento) y privados (n = 212; 33,1 por ciento) de la ciudad de Antofagasta, Chile. La validez de convergencia de los instrumentos de medición del TDAH se determinó mediante las pruebas de Stroop y de Wechsler. Resultados: Las tres escalas evaluadas presentan niveles satisfactorios de consistencia interna (coeficiente alfa de Cronbach de 0,88 a 0,97 en las escalas y de 0,76 a 0,97 en las dimensiones) y una estructura factorial acorde a la teórica en la mayoría de las dimensiones evaluadas, aunque solo la EGDAH IV con los tutores y los profesores, y el IDDA con los profesores mostraron índices de ajuste comparativo y de ajuste relativo superiores a 0,90. Se encontraron diferencias significativas según la edad, el sexo y el tipo de informante (tutor o profesor). Conclusión: El IDDA y la EGDAH IV cumplieron favorablemente con todos los criterios de fiabilidad y validez, por lo que se pueden aplicar para el tamizaje y el diagnóstico en la población chilena. La escala EGDAH IV presentó las mejores propiedades psicométricas por su confiabilidad y validez.
Objective: To assess, among Chilean students, the reliability and validity of three scales that measure attention deficit hyperactivity disorder (ADHD): the ADHD Rating Scale-IV (ADHD-IV); the scale for evaluating attention deficit disorder with hyperactivity (EDAH); and Spain's version of the ADHD Rating Scale-IV (Spa-ADHD-IV). Methods: A study of the instruments was conducted with the tutors (n = 612) and teachers (n = 82) of a controlled sample of 640 children 6-11 years of age, who were students attending public schools (n = 228, 35.6 percent of total), subsidized schools (n = 200, 31.3 percent), or private schools (n = 212, 33.1 percent) in Antofagasta, Chile. The convergent validity of the ADHD rating instruments was determined using Stroop and Wechsler tests. Results: All three scales studied had satisfactory levels of internal consistency (Cronbach's alpha of 0.88-0.97 for the scales; 0.76-0.97 for the items) and a factor structure that was theoretically-aligned for most of the assessment areas, although only the Spa-ADHD-IV with tutors and teachers and the ADHD-IV with teachers had comparative and relative fit indices greater than 0.90. Significant differences were found by age, gender, and type of evaluator (tutor or teacher). Conclusions: The ADHD-IV and Spa-ADHD-IV met all reliability and validity criteria; so both may be applied for screening and diagnosis in the Chilean population. The Spa-ADHD-IV scale offers the best psychometric properties based on its reliability and validity.
