The efficacy of the picture version of the free and cued selective reminding test to detect significant neurocognitive deficits in a Chilean population.

The picture version of the Free and cued selective reminding test with immediate recall is a test adept at measuring the memory encoding and the effect of semantic cues. Furthermore, it is sensitive to detect early dementia stages. This study aimed to obtain psychometric properties of visual Buschke and Grober The Free and Cued Selective Reminding Test (FCSRT) in healthy older adults, mild neurocognitive disorders, and major neurocognitive subjects on a Chilean population. METHOD: 226 participants were included, 113 healthy older adults (HOA), 65 mild neurocognitive disorder (NCD) subjects, and 48 major NCD. Each individual was assessed with the same protocol. RESULTS: The observed area under the curve (AUC) was higher than .90 in all the FCSRT measures in the major cognitive disorders and healthy older people. CONCLUSION: according to the AUCs, it was shown that Free Recall, Sensitivity to Cueing Index, and Delay Recall of the FCSRT are suitable to detect major neurocognitive disorders.

Relación docente-estudiante y compromiso escolar: percepción de estudiantes secundarios con necesidades educativas especiales / Teacher-student relationship and student engagement: perceptions of secondary students with special educational needs / Relação professor-aluno e compromisso escolar: percepção de jovens com necessidades educacionais especiais

Resumen (analítico) Investigaciones previas sostienen que la relación docente-estudiante es un factor relevante para el compromiso escolar y rendimiento académico. Sin embargo, su impacto ha sido poco explorado en estudiantes con necesidades educativas especiales. Este estudio examina la influencia de la relación docente-estudiante en el compromiso escolar según la percepción de estudiantes de primer año medio con necesidades educativas especiales de una Región de Chile. Se realizó un estudio cualitativo, de tipo fenomenológico y de alcance descriptivo-analítico. Se desarrollaron diez entrevistas en profundidad a estudiantes con necesidades educativas especiales, las que se analizaron mediante el método de comparación constante de la teoría fundamentada. Los resultados revelan el rol clave de los/as docentes en el compromiso escolar a través de la satisfacción de las necesidades de vinculación y competencia de sus estudiantes, pero no de su autonomía.

Abstract (analytical) The results of existing research studies show that the teacher-student relationship is a relevant factor that affects academic engagement and school performance. However, there is limited evidence of its impact on students with special educational needs. This study examines the influence of the teacher-student relationship on school engagement based on the perceptions of students with special educational needs in their first year of high school education in Chile. The study used a qualitative, phenomenological, and descriptive-analytical design. A total of ten indepth interviews were conducted with students with special educational needs. The data was analysed using the methodological guidelines of grounded theory. The results highlight the key role of teachers in academic engagement by satisfying students' psychological needs in the areas of connection and competence, but not satisfying students' need for autonomy.

Resumo (analítico) Pesquisas anteriores afirmam que a relação professor-aluno é um fator relevante para o engajamento e desempenho acadêmico. No entanto, seu impacto tem sido pouco explorado em alunos com necessidades educacionais especiais. Este estudo examina a influência da relação professor-aluno no compromisso escolar segundo a percepção dos alunos com alunos com necessidades educacionais especiais do primeiro ano do ensino médio, da Chile. O desenho foi qualitativo, fenomenológico, descritivo-analítico em escopo. Foram realizadas 10 entrevistas em profundidade com alunos com necessidades educacionais especiais. Os dados foram analisados segundo as diretrizes metodológicas da teoria fundamentada nos dados. Os resultados apontam para o papel fundamental do professor no comprometimento escolar, por meio da satisfação das necessidades de vinculação e competência de seus alunos, mas não de sua autonomia.

Montreal Cognitive Assessment as Screening Measure for Mild and Major Neurocognitive Disorder in a Chilean Population.

BACKGROUND: The Montreal Cognitive Assessment (MoCA) is a sensitive screening instrument for mild neurocognitive disorder (mild NCD). However, cut-off scores and accuracy indices should be established using representative samples of the population. In this context, the aim of this study was to update the normative values, and diagnostic efficiency statistics of the MoCA to detect mild NCD in the Chilean population. METHODS: This study included 226 participants from the north, center, and south of the country, classified into 3 groups: healthy elderly (HE; n = 113), mild NCD (n = 65), and major neurocognitive disorder (major NCD; n = 48). RESULTS: The optimal cut-off score to discriminate mild NCD from HE participants was 20 points with a sensitivity of 82.8% and a specificity of 84.1%. The observed balance between sensitivity and specificity shows a good test performance either to confirm or discard a diagnosis. The cut-off between mild NCD and major NCD from HE participants was 19 points with 85.6% of sensitivity and 90.3% of specificity. CONCLUSION: Overall diagnostic accuracy can be considered as outstanding (AUC ≥0.904) when discriminating HE from both mild NCD and major NCD. These results showed that the MoCA is a suitable tool to identify mild NCD and major NCD.

Bifactor Modeling of the Behavior Rating Inventory of Executive Function (BRIEF) in a Chilean Sample.

The Behavior Rating Inventory of Executive Functions evaluates executive functioning through the observation of students' performance in real contexts. Most psychometric studies of the scale have only tested the first-order structure, despite the hierarchical configuration of its theoretical model. A bifactor model was conducted on a normative sample of 5- to 18-year-old Chileans (M age = 11.3 years, SD = 3.7) to test a hierarchical structure of three first-order factors and an independent second-order factor. Bifactor analyses showed best fit for the proposed hierarchical structure. Findings supported a method to evaluate executive functioning models that provides a general global factor score that may complement existing indices and thus help clinicians to make better inferences.

Relación entre el modelo híbrido de las funciones ejecutivas y el trastorno por déficit de atención con hiperactividad / Relationship between the hybrid model of executive functions and attention deficit hyperactivity disorder

Las funciones ejecutivas engloban distintas habilidades mentales que permiten el funcionamiento metacognitivo y la regulación comportamental consciente. Cuando estos componentes se encuentran afectados, se presentan dificultades en el desempeno social, escolar, personal y familiar. Uno de los trastornos del neurodesarrollo que tiene mayor relación a afectación ejecutiva es el Tdah. En el presente artículo se realiza una revisión sobre la relación existente entre el modelo híbrido de las funciones ejecutivas y el tdah, para lo cual se partirá de la conceptualización de las funciones ejecutivas, la descripción de los principales modelos teóricos de esta función cognitiva y la exposición de las principales alteraciones de las funciones ejecutivas reportadas en ninos con tdah. Se concluye que el tdah es un cuadro complejo en el cual el estudio de las funciones ejecutivas, como el control inhibitorio, permiten avanzar en la comprensión de la causalidad de este trastorno del neurodesarrollo.

The executive functions encompasses some mental skills that permit the metacognitive and behavioral regulation. When these cognitive components are affected. they produce some difficulties in social, academic, personal and family parameters. One of the neurodevelopmental disorders with major relation with executive function damages is the attention deficit and hyperactivity disorder (ADHD). In this paper there is a conceptual review of executive function, theoretical models, its disorders, clinical perspective of ADHD and analysis of hybrid model of executive function in the ADHD. In this paper a review of the relationship between the hybrid model of executive functions and ADHD is presented, for which it will be based on the conceptualization of executive functions, a description of the main theoretical models of this cognitive function and exposure of main alterations of executive functions in children with ADHD reported. In conclusion ADHD is a complex disorder in which the study of executive function Inhibitory Control lets understand the causality of this neurodevelopmental disorder.

Habilidades cognitivas, contexto rural y urbano: comparación de perfiles WAIS-IV en jóvenes / Cognitive skills, rural and urban context: comparison of WAIS-IV profiles in youth

La reciente estandarización en Chile de la Escala Wechsler de Inteligencia para Adultos (WAIS), en su cuarta versión, obliga a investigar el impacto que condiciones culturales y ambientales pueden tener sobre el rendimiento intelectual de las personas. El presente estudio comparó el desempeño de jóvenes provenientes de sectores rurales y urbanos de la región del Biobío, segmentados según nivel educativo de los padres como variable de aproximación al nivel socioeconómico. Los resultados muestran un efecto de interacción entre el nivel socioeconómico y el lugar de residencia. Comprensión verbal y memoria de trabajo son los constructos que reciben un mayor impacto del nivel socioeconómico. Se espera que futuros estudios contribuyan a la investigación de habilidades cognitivas en sectores rurales y socialmente deprivados de Chile.

The recent standardization of Wechsler Adult Intelligence Scale (WAIS) in its fourth version in Chile forces to test the impact that cultural and environmental conditions can have on people's intellectual performance. The present study compared the performance of young people from rural and urban areas of the Biobío region, segmented by parental education level as proxy variable to socioeconomic status. Results showed an interaction effect between socioeconomic status and place of residence. Verbal Comprehension and Working Memory are the constructs that received a higher impact of the socioeconomic status. Future studies are expected to contribute to research on cognitive abilities in rural and socially deprived sectors in Chile.

Propiedades psicométricas de la escala de síntomas de TEPT para niños (CPSS) en población chilena afectada por el terremoto y tsunami del 27-F de 2010 / Psychometric properties of the children's posttraumatic symptoms scale in the earthquake and tsunamis chileans' victims

Existen pocos instrumentos para la evaluación de sintomatología postraumática en niños/as y adolescentes en Latinoamérica. El presente estudio analiza las propiedades psicométricas de la child PTSD Symptom Scale CPSS (Foa, Johnson, Feeny y Treadwell, 2001), en niños y niñas víctimas de un desastre natural. Se realizan los análisis psicométricos habituales, incluyendo un análisis factorial exploratorio y uno confirmatorio. Se analiza la convergencia de la escala CPSS con el diagnóstico de TEPT a través de la entrevista estructurada DISC-IV Una estructura de tres factores de primer orden fue la que mostró mejor ajuste en el análisis confirmatorio. La escala mostró alta consistencia interna. Un puntaje de 24 o más puntos permite obtener una sensibilidad de 82 por ciento y especificidad de 88 por ciento respecto del diagnóstico de TEPT con el DISC-IV Estas positivas cualidades psicométricas indican la utilidad de la escala para ser usada en chile con niños/ as y adolescentes expuestos a desastres naturales.

There are not many instruments about evaluation of post Traumatic symptomatology in Latin-American children and adolescents. The current study analyzes the psychometric properties of the child PTSD Symptom Scale CPSS (Foa, Johnson, Feeny y Treadwell, 2001), among young victims of a natural disaster. Regular psychometric analyses were carried out, including an exploratory and confirmatory factor analysis of the instrument. The structured interview DISC-IV was used as a criterion test. An structure of three first order factors showed the best fit. The scale presented high internal consistency. A score of 24 or more points allowed a sensitivity of 82 percent and a specificity of 88 percent according to DISC-IV. These positive psychometric qualities indicate the utility of this scale to be used in chilean children and adolescents.