No Evidence that CD33 rs12459419 Polymorphism Predicts Gemtuzumab Ozogamicin Response in Consolidation Treatment of Acute Myeloid Leukemia Patients: Experience of the PETHEMA Group.

Gemtuzumab ozogamicin (GO) is a conjugate of a monoclonal antibody and calicheamicin, which has been reapproved for the treatment of acute myeloid leukemia (AML). AML patients with the CD33 rs12459419 CC genotype might benefit from the addition of GO to intensive treatment in contrast to patients with CT/TT genotypes. Nevertheless, contradictory results have been reported. We sought to shed light on the prediction of GO response in AML patients with rs12459419 polymorphism who were treated with GO in the consolidation (n = 70) or reinduction (n = 20) phase. The frequency distribution of the rs12459419 polymorphism in the complete cohort of patients was 44.4% (n = 40), 50% (n = 45), and 5.6% (n = 5) for CC, CT, and TT genotypes, respectively. Regarding the patients treated with GO for consolidation, we performed a Kaplan-Meier analysis of overall survival and relapse-free survival according to the rs12459419 polymorphism (CC vs. CT/TT patients) and genetic risk using the European Leukemia Net (ELN) 2010 risk score. We also carried out a Cox regression analysis for the prediction of overall survival, with age and ELN 2010 as covariates. We found no statistical significance in the univariate or multivariate analysis. Additionally, we performed a global Kaplan-Meier analysis for the patients treated with GO for reinduction and did not find significant differences; however, our cohort was too small to draw any conclusion from this analysis. The use of GO in consolidation treatment is included in the approval of the compound; however, evidence regarding its efficacy in this setting is lacking. Rs12459419 polymorphism could help in the selection of patients who might benefit from GO. Regrettably, in our cohort, the rs12459419 polymorphism does not seem to be an adequate tool for the selection of patients who might benefit from the addition of GO in consolidation cycles.

Inteligencia: Diferencias de género y relaciones con factores psicomotrices, conductuales y emocionales en niños de 5 años / Intelligence: Gender differences and relations with psychomotor, behavioral, and emotional factors in 5-year-old children

El estudio que se presenta tuvo dos objetivos: explorar diferencias de género en la inteligencia durante la infancia temprana y analizar la relación existente entre inteligencia (verbal, no verbal, global) y autoconcepto, psicomotricidad, variables conductuales y emocionales. La muestra estuvo constituida por 74 niños de ambos sexos (39.2% niños y 60.8% niñas), españoles de 5 años de edad. Con la finalidad de medir las variables objeto de estudio se administraron los siguientes instrumentos de evaluación: (1) Test Breve de Inteligencia (K-BIT - Kaufman & Kaufman, 1997), (2) Sistema de Evaluaciónde la Conducta en Niños y Adolescentes (BASC- Reynolds & Kamphaus, 2004), (3) Escala de Evaluación de la Psicomotricidad en Preescolar (EPP - De la Cruz & Mazaira, 1990), (4) Escalas McCarthy de Aptitudes y Psicomotricidad para Niños (MSCA - McCarthy, 2006), (5) Escala de Evaluación del Autoconcepto Infantil (EA - Garaigordobil, 2007) y (6) el Dibujo de la Figura Humana (DFH - Koppitz, 1993). Para realizar el estudio se utilizó una metodología descriptiva, comparativa y correlacional de corte transversal buscando establecer relaciones de concomitancia de la inteligencia con el autoconcepto, la psicomotricidad y factores conductuales y emocionales. Los resultados del análisis de comparación de medias t-test (t de Student-Fisher) no han evidenciado diferencias de género en la inteligencia verbal (Vocabulario), no verbal (Matrices) y total en este nivel de edad, ni tampoco en la capacidad de pensamiento abstracto manipulativo (Cubos). Los coeficientes de correlación de Pearson han puesto de relieve relaciones positivas de la inteligencia total con autoconcepto, con algunas funciones psicomotrices (coordinación, esquema corporal) y con estabilidad emocional. Además, los participantes con alto nivel de inteligencia total tienen, según los padres, puntuaciones bajas en atipicidad, en somatización y altas en depresión, mientras que según los profesores tienen bajos niveles de hiperactividad, atipicidad, ansiedad,exteriorización de problemas y de síntomas comportamentales.

The study had two goals: (1) to explore gender differences in intelligence during early infancy; and (2) to analyze the relation between intelligence (verbal, nonverbal, global) and self-concept, psychomotricity, and behavioral and emotional variables. The study of the relations between intelligence and these variables is proposed in order to confirm that at early ages, such developmental areas are strongly interrelated, and this will underline the relevance of carrying out integral educational programs in preschool children. In this study, the cognitive definition of intelligence postulated by Kaufman and Kaufman (1997) was adopted. On the basis of the convergence of various cognitive models and in accordance with the contributions of Neurology and Cognitive Psychology, these authors, conceive intelligence in terms of the individual style of information processing. To a great extent, they consider intelligence to be a question of problem-solving capacities and of the effectiveness of individual information-processing skills. They integrate into the concept of intelligence the theory of fluid intelligence (nonverbal skills and the capacity to solve new problems based on the person's aptitude to perceive relations and complete analogies, skills that are not much affected by culture or learning) and of crystallized intelligence (verbal skills related to academic learning that are supported by knowledge of words and by the formation of verbal concepts, skills that depend to agreat extent on formal schooling and cultural experiences). Taking into account the results of previous studies, the investigation proposes five hypotheses: (1) at the age of 5 years, no significant differences in intelligence will be found between boys and girls; (2) intelligence correlates positively with self-concept; (3) intelligence will have significant positive relations with psychomotor development; (4) intelligence will be negatively associated with indicators of emotional stability, and (5) significant negative relations will be found between intelligence and emotional and behavioral problems. The sample is made up of 74 Spanish boys and girls of 5 years of age, 39.2% boys and 60.8% girls. In order to measure the variables, six assessment instruments, with adequate psychometric guarantees, were administered. Assessment included multi-informers (children, parents, tutors) and multi-techniques. The following assessment instruments were administered: the Kaufman Brief Intelligence Test (K-BIT; Kaufman & Kaufman, 1997), Behavior Assessment System for Children (BASC - Reynolds & Kamphaus, 2004), Assessment of Psychomotricity in Preschoolers (EPP; De la Cruz & Mazaira, 1990), McCarthy Scales of Children's Abilities (MSCA; McCarthy, 2006), Assessment of Children's Self-concept Scale (EA; Garaigordobil, 2007), and the Human Figure Drawing (HFD; Koppitz, 1993). The cross-sectional study used a descriptive, comparative, and correlational methodology to establish relations of concomitance of intelligence with self-concept, psychomotricity, and behavioral and emotional factors. The results of the t-test (Student-Fisher's t) comparing the means did not reveal gender differences in verbal intelligence (Vocabulary), nonverbal intelligence (Matrixes), or total intelligence at this age level; neither did the capacity of abstract manipulative thinking (Cubes) reveal any differences. The Pearson correlation coefficients revealed positive relations of total intelligence with self-concept, with some psychomotor functions (coordination, corporal schema), and with emotional stability. Moreover, the participants with high levels of total intelligence had, according to the parents, low scores in atypical, somatization, and high scores in depression, whereas according to the teachers they had low levels of hyperactivity, atypical, anxiety, externalizing problems, and behavioral symptoms. The study contributes empirical evidence of the close connections between the diverse dimensions of early infant development, that is, intellectual, psychomotor, social, and affective-emotional development. These data have educational implications and suggest the promotion of global interventions at this developmental stage, both from the viewpoint of development and of therapeutic intervention.