Comparing suicide risk screening strategies in Spanish-speaking pediatric patients.

BACKGROUND: Suicide and suicidal behaviors pose significant global public health challenges, especially among young individuals. Effective screening strategies are crucial for addressing this crisis, with depression screening and suicide-specific tools being common approaches. This study compares their effectiveness by evaluating the Ask Suicide-Screening Questions (ASQ) against item 9 of the Patient Health Questionnaire-A (PHQ-A). METHODS: This study is a secondary analysis of the Argentinean-Spanish version of the ASQ validation study, an observational, cross-sectional, and multicenter study conducted in medical settings in Buenos Aires, Argentina. A convenience sample of pediatric outpatients/inpatients aged 10 to 18 years completed the ASQ, PHQ-A, and Suicide Ideation Questionnaire (SIQ) along with clinical and sociodemographic questions. RESULTS: A sample of 267 children and adolescents were included in this secondary analysis. Results show that the ASQ exhibited higher sensitivity (95.1%; 95% CI: 83% - 99%) compared to PHQ-A item 9 (73.1%; 95% CI: 57% - 85%), and superior performance in identifying suicide risk in youth. LIMITATIONS: The study included a convenience sampling and was geographically restricted to Buenos Aires, Argentina. The study also lacked longitudinal follow-up to assess the predictive validity of these screening tools for suicide risk. CONCLUSION: The study highlights the ASQ's effectiveness in identifying suicide risk among youth, emphasizing the importance of specialized screening tools over depression screening tools alone for accurate risk assessment in this population.

Validation of the Spanish ASQ translation: Screening pediatric patients for suicide-risk in Argentina.

BACKGROUND: The high frequency of suicide risk in adolescents necessitates the development and validation of specific tools for systematic screening. To date, there are translated, but not validated suicide risk screening tools in Spanish. OBJECTIVE: To validate the Spanish version of the Ask Suicide-Screening Questions (ASQ) for suicide risk screening in pediatric patients in Argentina. METHOD: Using a cross-sectional multicenter design, a convenience sample of pediatric patients aged 10 to 18 years old were recruited from outpatient/inpatient medical settings and private psychiatric clinics. The Spanish version of the Suicidal Ideation Questionnaire (SIQ) assessment tool was used as a standard criterion to validate the ASQ. RESULTS: A total of 301/380 pediatric patients were screened for suicide risk. Twentyeight percent of the entire sample (83/301) of youth screened positive on the ASQ, and 21% (62/301) screened positive on the SIQ/SIQ-JR and were considered "at risk" for suicide. Compared with the SIQ, the Spanish ASQ yielded a sensitivity of 96.8% (95% Confidence Interval [CI]: 88.8-99.6%), specificity of 90.4% (95% CI: 85.9-93.8%), positive predictive value of 72.3% (95 CI: 61.4-81.6%), and negative predictive value of 99.1% (95% CI: 96.7-99.9%). The positive Likelihood Ratio (LR) was 10.1 (95% CI: 6.1-14.0), and the negative LR was 0.03 (95% CI: -0.01-0.09). Kappa was 0.77 (95% CI: 0.69-0.86), and the Area Under the Curve was 0.94 (95% CI: 0.91-0.97). CONCLUSION: The Spanish language ASQ demonstrated strong psychometric properties, providing initial evidence that it is a valid tool for identifying Spanish-speaking youth at risk for suicide.

Prevalencia del control instruccional sobre las consecuencias diferenciales de respuesta en la emergencia de conductas derivadas / Prevalence of instructional control over differencial consequences in the emergence of derived behavior

Varios estudios han abordado cómo las instrucciones compiten con contingencias de reforzamiento para controlar conductas complejas, pero no se ha estudiado cabalmente cómo el control instruccional afecta a conductas derivadas, no explícitamente entrenadas. Este estudio intentó determinar si las instrucciones ejercen mayor control que las consecuencias diferenciales de respuesta sobre conductas derivadas, en sintonía con la literatura sobre “insensibilidad a las contingencias”. Cuarenta y seis participantes realizaron una tarea de emparejamiento con la muestra, analizándose su preferencia para derivar relaciones de equivalencia entre estímulos que fueron vinculados de dos maneras contradictorias, una por instrucciones y otra por consecuencias diferenciales. Se observó una mayor eficacia del método de entrenamiento por instrucciones para aprender relaciones condicionales entre estímulos. Por otro lado, se constató una significativa prevalencia para formar relaciones de equivalencia de aquello aprendido previamente por instrucciones, aunque este aspecto podría estar vinculado a la mayor eficacia en el aprendizaje de los contenidos previos...

Relaciones de equivalencia de estímulos y relaciones de equivalencia-equivalencia: efectos de la estructura de entrenamiento / Stimulus Equivalence Relations and Equivalence-Equivalence Relations: Effects of the Training Structure

The influence of training structure on the formation of equivalence relations and equivalence-equivalence relations was assessed. Three groups learned conditional relations using different training structures: Many to One, One to Many and Linear Series. The results showed a training structure effect on the percentage of correct responses in the equivalence relations test. However, this effect was not observed on the test of equivalence-equivalence relations. These results show that training structure has effects on the formation of equivalence relations, but it has no influence on equivalence-equivalence relations. These findings are analyzed according to the requirements for the formation of equivalence-equivalence relations (AU)

En el presente estudio se investiga la influencia de la estructura de entrenamiento en la formación de relaciones de equivalencia y de “equivalencia-equivalencia”. Se estudiaron tres grupos de sujetos los cuales fueron entrenados con las estructuras: Muchos a Uno, Uno a Muchos o Serie Lineal para las relaciones condicionales. Se verificó el efecto de estructura de entrenamiento sobre la variable porcentaje de aciertos en el test de relaciones de equivalencia. Sin embargo, este fenómeno no se replicó en el test de relaciones de equivalencia-equivalencia. Los resultados indican que la estructura de entrenamiento influye cuando se forman relaciones de equivalencia, pero no cuando se forman relaciones de equivalencia-equivalencia. Se analizan los hallazgos considerando los requisitos para la formación de relaciones de equivalencia-equivalencia (AU)

On the learnability of frequent and infrequent word orders: an artificial language learning study.

Most languages have a basic or "canonical" word order, which determines the relative positions of the subject (S), the verb (V), and the object (O) in a typical declarative sentence. The frequency of occurrence of the six possible word orders among world languages is not distributed uniformly. While SVO and SOV represent around 85% of world languages, orders like VSO (9%) or OSV (0.5%) are much less frequent or extremely rare. One possible explanation for this asymmetry is that biological and cognitive constraints for structured sequence processing make some word orders easier to be processed than others. Therefore, the high frequency of these word orders would be related to their higher learnability. The aim of the present study was to compare the learnability of different word orders between groups of adult subjects. Four artificial languages with different word orders were trained: two frequent (SVO, SOV) and two infrequent (VSO, OSV). In a test stage, subjects were asked to discriminate between new correct sentences and syntax or semantic violations. Higher performance rates and faster responses were observed for more frequent word orders. The results support the hypothesis that more frequent word orders are more easily learned.

Una revisión de las aplicaciones del paradigma de equivalencia de estímulos / A review of the applications of the paradigm of equivalence classes

The paradigm of equivalence classes has been widely used to study the formation of categories and concepts. After learning of arbitrary connections between stimuli, new relations are verified experimentally spontaneously although these were not directly trained. The ability to transfer responses to stimuli within a class might be a prerequisite for language development in humans. For this reason it is considered that the equivalence classes are similar to abstract categories. This generative capacity of the paradigm gives interest in the level of the practical applications. In this communication it will be reviewed the force of such applications. In particular, there will be mentioned the different clinical and education trials in which this methodology is used. It is concluded that the paradigm is useful for both in the context of the assessment and the cognitive rehabilitation, education and psychotherapy (AU)

El paradigma de clases de equivalencia ha sido ampliamente utilizado para el estudio de la adquisición de categorías y conceptos. Luego del aprendizaje de relaciones arbitrarias entre estímulos, se comprueban experimentalmente nuevas relaciones que se establecen en forma espontánea ya que no fueron directamente entrenadas. La habilidad de transferir respuestas a estímulos dentro de una clase pudo ser una condición fundamental para el desarrollo del lenguaje en los seres humanos. Por este motivo se considera que las clases de equivalencia son análogas a categorías abstractas. Esta capacidad generativa del paradigma le confiere interés en el plano de las aplicaciones prácticas. En esta comunicación se revisará la vigencia de tales aplicaciones. En particular, se mencionarán los distintos estudios clínicos y educativos en los cuales se utilizó esta metodología. Se concluye que el paradigma es de utilidad tanto en el marco de la evaluación como en la rehabilitación cognitivas, la educación y la psicoterapia (AU)

El razonamiento analógico desde el modelo de la teoría de los marcos relacionales / Analogical reasoning from the perspective of relational frame theory

El objetivo del presente trabajo es exponer una breve revisión del estudio del razonamiento analógico desde la Teoría de los Marcos Relacionales (TMR), considerando los modelos formulados hasta la actualidad y la exploración experimental. A sua vez, se abordará el estudio del desarrollo del razonamiento analógico en la infancia, surgido en el marco de las controversias generadas por los distintos enfoques de la psicología. Se expondrán los hallazgos obtenidos utilizando métodos de imágenes cerebrales desde las ciencias cognitivas. Finalmente se comentarán las posibles aplicaciones de este paradigma. Los estudios revisados acerca del razonamiento analógico desde la TMR proveen relevante evidencia empírica, principalmente en el ámbito de la evaluación y sugieren ventajas de este paradigma en comparación con aproximaciones cognitivistas. A su vez, se propone su implementación como instrumento de entrenamiento cognitivo. En conclusión, la TMR propone un modelo útil al estudio del razonamiento analógico desde la perspectiva del análisis del comportamiento.(AU)

The main goal of the present work is to summarize the Relational Frame Theory (RFT) account of analogical reasoning, reviewing theoretical models and experimental studies published so far. Additionally, developmental studies of analogical reasoning during childhood will be addressed, considering the alternative hypothesis and controversies between different psychological theories. Findings from cognitive studies using neuroimaging techniques will also be discussed. Finally, the potential applications of the paradigm will be considered. The studies reviewed about analogical reasoning from the RFT provide relevant empirical evidence, mainly in the field of assessment and suggest advantages of this paradigm compared to cognitivist approaches. In turn, its implementation is proposed as a tool for cognitive training. In conclusion, the RFT offers a useful model to study analogical reasoning from the behavior analysis perspective.(AU)

El razonamiento analógico desde el modelo de la teoría de los marcos relacionales / Analogical reasoning from the perspective of relational frame theory

El objetivo del presente trabajo es exponer una breve revisión del estudio del razonamiento analógico desde la Teoría de los Marcos Relacionales (TMR), considerando los modelos formulados hasta la actualidad y la exploración experimental. A sua vez, se abordará el estudio del desarrollo del razonamiento analógico en la infancia, surgido en el marco de las controversias generadas por los distintos enfoques de la psicología. Se expondrán los hallazgos obtenidos utilizando métodos de imágenes cerebrales desde las ciencias cognitivas. Finalmente se comentarán las posibles aplicaciones de este paradigma. Los estudios revisados acerca del razonamiento analógico desde la TMR proveen relevante evidencia empírica, principalmente en el ámbito de la evaluación y sugieren ventajas de este paradigma en comparación con aproximaciones cognitivistas. A su vez, se propone su implementación como instrumento de entrenamiento cognitivo. En conclusión, la TMR propone un modelo útil al estudio del razonamiento analógico desde la perspectiva del análisis del comportamiento.

The main goal of the present work is to summarize the Relational Frame Theory (RFT) account of analogical reasoning, reviewing theoretical models and experimental studies published so far. Additionally, developmental studies of analogical reasoning during childhood will be addressed, considering the alternative hypothesis and controversies between different psychological theories. Findings from cognitive studies using neuroimaging techniques will also be discussed. Finally, the potential applications of the paradigm will be considered. The studies reviewed about analogical reasoning from the RFT provide relevant empirical evidence, mainly in the field of assessment and suggest advantages of this paradigm compared to cognitivist approaches. In turn, its implementation is proposed as a tool for cognitive training. In conclusion, the RFT offers a useful model to study analogical reasoning from the behavior analysis perspective.

El fenómeno de transferencia en gramáticas artificiales: efectos de la forma de entrenamiento / Transference in artificial grammar: effects of training procedures

En este trabajo se utilizó una gramática artificial, consistente en una serie de reglas que especifican posibles órdenes de secuencias de letras, para evaluar la capacidad de transferencia de los sujetos, esto es la extracción de estas reglas y su aplicación a patrones de letras novedosas. Para ello 57 sujetos se asignaron aleatoriamente a dos formas de entrenamiento: una estándar donde debían memorizar y transcribir las secuencias correctas (gramaticales), y otra donde debían discriminar por ensayo y error entre secuencias correctas e incorrectas (no gramaticales) mediante un procedimiento de realimentación. Con esta forma de entrenamiento se obtuvieron desempeños significativamente mejores que con el procedimiento estándar. Se discuten los resultados en el contexto de la aplicación de las gramáticas artificiales como paradigma experimental para el estudio de los procesos subyacentes a la adquisición del lenguaje.

In this work an artificial grammar has been used, which consists in a set of rules that specifies possible orders of strings of letters, to evaluate subjects ability to transfer the extracted rules and implement these to patterns of novel letters. 57 subjects were randomly assigned to two learning procedures: a standard one in which they had to memorize and transcribe the correct (grammatical) sequences, and one in which they had to discriminate between correct and incorrect (ungrammatical) sequences by use of a feedback procedure. Subjects trained with the feedback procedure had a significantly better performance than subjects trained with the standard one. These results are discussed in the context of the implementation of artificial grammar as an experimental paradigm for studying processes underlying language acquisition.

Enriched environment, nitric oxide production and synaptic plasticity prevent the aging-dependent impairment of spatial cognition.

In rodents, neuronal plasticity decreases and spatial learning and working memory deficits increase upon aging. Several authors have shown that rats reared in enriched environments have better cognitive performance in association with increased neuronal plasticity than animals reared in standard environments. We hypothesized that enriched environment could preserve animals from the age-associated neurological impairments, mainly through NO-dependent mechanisms of induction of neuronal plasticity. We present evidence that 27 months old rats from an enriched environment show a better performance in spatial working memory than standard reared rats of the same age. Both mtNOS and cytosolic nNOS activities were found significantly increased (73% and 155%, respectively) in female rats from enriched environment as compared with control animals kept in a standard environment. The enzymatic activity of complex I was 80% increased in rats from enriched environment as compared with control rats. We conclude that an extensively enriched environment prevents old rats from the aging-associated impairment of spatial cognition, synaptic plasticity and nitric oxide production.