Eating Patterns in Children with Autism Spectrum Disorder.

The purpose of this research was to analyze the eating patterns of preschool- and school-aged children with ASD, as provided by their families, in the La Araucanía Region of Chile. It involved a cross-sectional study with 72 families with children diagnosed with ASD aged between 2 and 12 years old. Food selectivity, appetite, body mass index (BMI) and frequency of food consumption were studied. The research determined that 97.67% present food selectivity, corresponding to alterations in the frequency of consumption of specific food groups. Moreover, 93.06%, 90.28%, 80.56% and 62.50% of children in the study do not meet the daily recommendations for fruit, fish, water and vegetable consumption, respectively. Therefore, it is important for these findings to be considered when designing and carrying out educational interventions regarding food in families with children with ASD for greater assertiveness and effectiveness in improving health.

Psychometric Properties of the Revised Child Mathematics Anxiety Questionnaire (CMAQ-R) for Spanish Speaking Children / Las propiedades psicométricas del cuestionario revisado de ansiedad matemática infantil (CMAQ-R) para niños de habla hispana

Mathematics anxiety (MA) has primarily been studied in adults and children over 8 years of age in English-speaking countries. Few studies have examined MA in younger children and in Spanish-speaking contexts due to the lack of suitable instruments. In the present study we examine the psychometric properties of the Child Mathematics Anxiety Questionnaire (CMAQ-R), an instrument widely used in English-speaking primary school children. A total of 810 Chilean second-grade students (50% boys) from different school types (26% public, 11% private, 63% private-subsidised) completed a Spanish version of CMAQ-R. The results showed adequate internal consistency in line with the original instrument. Confirmatory factor analyses showed that scores from the CMAQ-R version best fit a two correlated-factor structure, which was invariant across gender and school type. This study offers evidence regarding the usefulness of the CMAQ-R in contexts culturally different to the original and supports the multidimensionality of MA. (AU)

La ansiedad matemática (AM) se ha medido principalmente en adultos y niños mayores de 8 años en países anglófonos. Debido a la dificultad de encontrar instrumentos apropiados, pocos estudios han examinado la AM en niños menores y en contextos hispanoparlantes. En el presente estudio, examinamos las propiedades psicométricas del Cuestionario de Ansiedad Matemática (CMAQ-R), un instrumento ampliamente utilizado en la evaluación de AM en niños de escuela primaria de habla inglesa. Un total de 810 estudiantes chilenos de segundo grado (50% niños) de diferentes tipos de escuela (26% pública, 11% privada, 63% subsidiada) completaron una versión en español de CMAQ-R. Los resultados mostraron una adecuada consistencia interna, al igual que el instrumento original. Los análisis factoriales confirmatorios mostraron que las puntuaciones de la versión traducida de CMAQ-R se ajustan mejor a una estructura de dos factores correlacionados, que es invariante por género y tipo de escuela. Este estudio proporciona evidencia sobre la utilidad de CMAQ-R en contextos culturales diferentes y respalda la multidimensionalidad de AM. (AU)

[Midwives and psychologists as profesionals to screen and prevent pregnancy-specific stress.] / Matronas y profesionales de Psicología ante el screening y prevención de estrés específico del embarazo.

Events that occur during fetal and perinatal life can have consequences on the health and disease of the offspring. The pioneering work on the "Fetal Programming Hypothesis" focused on pregnant women exposed to a great famine that occurred in the Netherlands at the end of World War II. The intrauterine environment of the babies during that famine caused them to low birthweight and determined the appearance of cardiovascular diseases in themselves when they reached adulthood, a risk that was transmitted even to the following generation. In addition to the general stress that a pregnant woman may suffer as a result of the death of a family member, suffering a war or natural disaster such as the SARS-CoV-2 coronavirus, there is another specific type of stress that refers exclusively to the pregnancy process; this is the pregnancy specific-stress. Pregnancy-specific stress is capable of sensitively predicting negative maternal and neonatal outcomes. This type of stress refers to the specific stress of pregnant women related to medical problems, the health of the newborn, the changes that the pregnancy will produce in their social relationships, prematurity, physical changes of pregnancy and fear of labor and birth. The objective of this article was to offer an updated information on pregnancy-specific stress and its consequences for maternal and neonatal health. Thus, we also proposed to offer strategies that midwives and psychologists can use to reduce pregnancy-specific stress levels. In conclusion, midwives and psychologists can work together to reduce pregnancy-specific stress levels.

Los eventos que ocurren durante la vida fetal y perinatal pueden tener consecuencias sobre la salud y la enfermedad del neonato y del adulto. Los trabajos pioneros sobre la "Hipótesis de la Programación Fetal" se centraron en embarazadas expuestas a una gran hambruna que ocurrió en Holanda al final de la Segunda Guerra Mundial. El ambiente intrauterino de los bebés durante esa hambruna condicionó que nacieran con un bajo peso y determinó la aparición de enfermedades cardiovasculares en ellos mismos al llegar a la edad adulta, riesgo que se trasmitió incluso a la siguiente generación. Además del estrés general que pueda sufrir una embarazada como consecuencia de la muerte de un familiar, sufrir una guerra o un desastre natural como la pandemia por el coronavirus SARS-CoV-2, existe otro tipo de estrés concreto y referido exclusivamente al proceso de embarazo: el estrés específico del embarazo. El estrés específico del embarazo es capaz de predecir de manera sensible resultados negativos maternos y neonatales. Este tipo de estrés se refiere al estrés concreto de las embarazadas en referencia a problemas médicos, la salud del recién nacido, los cambios que el embarazo va a producir en sus relaciones sociales, la posibilidad de un parto prematuro, los cambios físicos del embarazo y el miedo al parto y nacimiento. El objetivo de este artículo fue ofrecer información actualizada sobre el estrés específico del embarazo y sus consecuencias para la salud materna y neonatal. Así mismo, nos propusimos ofrecer estrategias que los profesionales sanitarios (incluidas las matronas) y los profesionales de la Psicología pudieran usar para reducir los niveles de estrés específico del embarazo. Como conclusión, afirmamos que las matronas y los profesionales de la Psicología pueden trabajar conjuntamente para reducir los niveles de estrés específico del embarazo.

Longitudinal Performance in Basic Numerical Skills Mediates the Relationship Between Socio-Economic Status and Mathematics Anxiety: Evidence From Chile.

Socio-economic status (SES) and mathematical performance seem to be risk factors of mathematics anxiety (MA) in both children and adults. However, there is little evidence about how exactly these three constructs are related, especially during early stages of mathematical learning. In the present study, we assessed longitudinal performance in symbolic and non-symbolic basic numerical skills in pre-school and second grade students, as well as MA in second grade students. Participants were 451 children (average pre-school age = 5 years, 6 months) from 12 schools in Chile, which differed in school vulnerability index (SVI), an indicator of SES. We tested an explanatory model of MA that included SES and longitudinal performance in basic numerical skills as predictors. The results showed a direct effect of SES on MA and a mediating effect of performance in symbolic and non-symbolic comparison tasks in pre-school. However, in second grade, only performance in symbolic comparison significantly mediated the SES-MA relationship. These findings suggest that performance in non-symbolic comparison plays an important role in explaining MA at initial stages, but that its influence is no longer significant by the time children reach formal instruction in second grade. By contrast, as children's formal educational experience in mathematics increases, MA becomes linked primarily to symbolic numerical tasks. In sum, SES affects MA and this is due in part to the effect of SES on the development of numerical learning in pre-school, which in turn has an impact on subsequent, more complex learning, ultimately leading to differences in MA. We discuss the implications of these findings for preventing and acting upon the emergence of MA.

Driving Under the Influence of Marijuana and Illicit Drugs Among Persons Aged ≥16 Years - United States, 2018.

In the United States, driving while impaired is illegal. Nonetheless, an estimated 10,511 alcohol-impaired driving deaths occurred in 2018.* The contribution of marijuana and other illicit drugs to these and other impaired driving deaths remains unknown. Data from the Substance Abuse and Mental Health Services Administration's National Survey on Drug Use and Health (NSDUH) indicated that in the United States during 2014, 12.4% of all persons aged 16-25 years reported driving under the influence of alcohol, and 3.2% reported driving under the influence of marijuana (1). The impairing effects of alcohol are well established, but less is known about the effects of illicit substances or other psychoactive drugs (e.g., marijuana, cocaine, methamphetamines, and opioids, including heroin). This report provides the most recent national estimates of self-reported driving under the influence of marijuana and illicit drugs among persons aged ≥16 years, using 2018 public-use data from NSDUH. Prevalences of driving under the influence of marijuana and illicit drugs other than marijuana were assessed for persons aged ≥16 years by age group, sex, and race/ethnicity. During 2018, 12 million (4.7%) U.S. residents reported driving under the influence of marijuana in the past 12 months; 2.3 million (0.9%) reported driving under the influence of illicit drugs other than marijuana. Driving under the influence was more prevalent among males and among persons aged 16-34 years. Effective measures that deter driving under the influence of drugs are limited (2). Development, evaluation, and further implementation of strategies to prevent alcohol-impaired,† drug-impaired, and polysubstance-impaired driving, coupled with standardized testing of impaired drivers and drivers involved in fatal crashes, could advance understanding of drug- and polysubstance-impaired driving and support prevention efforts.