[Diagnostic validity of attention deficit/hyperactivity disorder: from phenomenology to neurobiology (I)]. / Validez del diagnostico de trastorno por deficit de atencion/hiperactividad: de lo fenomenologico a lo neurobiologico (I).

The diagnostic criteria for the attentional deficit hyperactivity disorder (ADHD), were defined by the American Psychiatric Association in the Diagnostic and Statistical Manual of Mental Disorders fourth version (DSM-IV) and World Health Organization in the ICD-10. The American Psychiatric Association used an internal validity analysis to select specific behavioral symptoms associated with the disorder and to build five cross-cultural criteria for its use in the categorical diagnosis. The DSM has been utilized for clinicians and researchers as a valid and stable approach since 1968. We did a systematic review of scientific literature in Spanish and English, aimed to identify the historical origin that supports ADHD as a psychiatric construct. This comprehensive review started exploring the concept of minimal brain dysfunction, hyper-activity, inattention, impulsivity since 1932 to 2011. This paper summarize all the DSM versions that include the definition of ADHD or its equivalent, and it point out the statistical and methodological approach implemented for defining ADHD as a valid epidemiological and psychometric construct. Finally the paper discusses some considerations and suggestions for the new versions of the manual.

[Assessment and intervention of preschool children with attention deficit hyperactivity disorder symptoms and disruptive behavior]. / Evaluación e intervención en niños preescolares con manifestaciones de trastorno por déficit de atención con hiperactividad y conducta disruptiva.

Attention deficit hyperactivity disorder (ADHD) constitutes one of the most common childhood syndromes and its negative outcomes on all the child's functional domains have been consistently reported in the literature. As a result, their early identification is becoming a topic of increasing concern among the researchers from the field. However, given that many of the behaviors of interest are normative behaviors during this period, diagnosis in preschool years is controversial. Specifically, from a developmental perspective, although it is well known that high levels of motor activity, poor self control, and lack of attention are typical during these years, both expression and intensity of these behaviors are markedly higher on the group of ADHD preschool children. Consequently, their negative interference with daily living, produce significant maladjustments in the child's natural settings. All these ideas justify the need of considering and studying the most appropriate assessment techniques to reliably identify the deficits of ADHD in preschool children. On the basis of these statements, this paper offers a theoretical overview of the most recent developments regarding ADHD assessment and intervention techniques directed to the prevention of cognitive deficits as well as the achievement of a better school and social adjustment of ADHD preschool children.

Rescue of vaccinia virus lacking the E3L gene by mutants of E3L.

Vaccinia virus with the E3L gene deleted was able to replicate in RK-13 but not HeLa cells. This host range phenotype could be complemented by an E3L gene expressed transiently from a plasmid. Analysis of mutants of E3L indicates that the ability to complement deletion of E3L correlates with the ability of mutated proteins to bind double-stranded RNA but not with their ability to migrate to the nucleus.