BRIEF-A: Factor structure and measurement invariance across self-report and informant forms.

OBJECTIVE: This study analyzes the psychometric properties of the two forms (self-report and informant) of the Behavior Rating Inventory of Executive Function-Adult version (BRIEF-A) in a sample of healthy Portuguese adults. METHOD: The participants were 608 adults, 304 of whom answered the self-report form (ages 18-59; 137 male and 167 female) and 304 who answered the informant form (ages 18-70; 110 male and 194 female). RESULTS: The internal consistency for the indexes and the Global Executive Composite was very good (≥.90), whereas for the scales they were either acceptable (between .70 and .80) or good (≥.80), except for the Inhibit scale in both forms. Confirmatory factor analysis was used to test seven competing factor models for each of the forms. The original two-factor model (Behavioral Regulation and Metacognition Indexes) showed a slightly better model fit than the three-factor model (Behavioral Regulation, Emotional Regulation, and Metacognition Indexes) in both forms. The multiple-group analysis of the two-correlated-factor model across forms was supported (configural, metric, and partial scalar invariance). CONCLUSIONS: Overall, the BRIEF-A showed adequate psychometric properties, suggesting that it is a useful instrument to assess everyday executive functioning in healthy Portuguese adults.

Memory and linguistic/executive functions of children with borderline intellectual functioning.

Children with Borderline Intellectual Functioning (BIF) have received a minimal amount of research attention and have been studied in conjunction with Intellectual and Developmental Disabilities. The present study intends to broaden the knowledge of BIF, by analyzing domains such as verbal memory and visual memory, as well as tasks that rely simultaneously on memory, executive functions, and language. A cross-sectional, comparison study was carried out between a group of 40 children with BIF (mean age = 10.03; 24 male and 16 female), and a control group of 40 normal children of the same age, gender, and socioeconomic level as the BIF group. The WISC-III Full Scale IQs of the BIF group ranged from 71 to 84. The following instruments were used: Word List, Narrative Memory, Rey Complex Figure, Face Memory, Rapid Naming (both RAN and RAS tests), and Verbal Fluency. The results showed deficits in children with BIF in verbal short-term memory, rapid naming, phonemic verbal fluency, and visual short-term memory, specifically in a visual recognition task, when compared with the control group. Long-term verbal memory was impaired only in older children with BIF and long-term visual memory showed no deficit. Verbal short-term memory stands out as a limitation and visual long-term memory as a strength. Correlations between the WISC-III and neuropsychological tests scores were predominantly low. The study expands the neuropsychological characterization of children with BIF and the implications of the deficits and strengths are stressed.

Factor Structure and Measurement Invariance of the Coimbra Neuropsychological Assessment Battery (BANC).

OBJECTIVE: This study aimed to investigate the factor structure of the Coimbra Neuropsychological Assessment Battery (BANC), which is an individually administered battery designed to assess a wide range of neurocognitive functions in children. METHOD: Using the standardization sample of the BANC, a confirmatory factor analysis and a multiple-group analysis were conducted to examine the factor structure and the measurement invariance of three main domains (Memory, Language, and Attention/Executive Functions) in 833 children aged 7-15 years. RESULTS: Consistent with the BANC's conceptualization, the three-correlated-factor model demonstrated the most adequate fit to the data. The measurement invariance of the three-correlated-factor model across two age-groups (7-9 years and 10-15 years) was supported (configural, metric, and partial scalar invariance). CONCLUSION: Overall, the BANC shows adequate psychometric properties and provides useful information regarding the children's neuropsychological functioning.

Validating the Preschool and Kindergarten Behavior Scales-2: Preschoolers with autism spectrum disorders.

Social skills deficits and some behavior problems are a well-established issue in preschoolers with autism spectrum disorder (ASD). However, most of the studies available analyze social skills or behavior problems of children with ASD, but not both. The present study intends to compare the social skills and behavior problems of 32 preschoolers with ASD paired with 32 typically developing preschoolers, as evidence of validity of the Portuguese version of the Preschool and Kindergarten Behavior Scales - Second Edition (PKBS-2). Each child was rated independently by parents and teachers. Results showed a statistically significant difference in all PKBS-2 scores between the two groups, with the children with ASD rated with fewer social skills and more behavior problems by both informants. The discriminant analysis highlighted the three Social Skills, the Over-Activity/Lack of Attention and Social Withdrawal subscales as more accurate in differentiating between the two groups. The implications of using a single behavior rating scale that can be filled in by different informants (parents and teachers) to assess positive and negative behaviors are emphasized. Furthermore, the usefulness of the PKBS-2 as a screening assessment tool that could be used in clinical practice and intervention with preschoolers with ASD is discussed.

Maus-tratos em crianças e adolescentes com deficiência e/ou perturbações do desenvolvimento / Abuse in children and adolescents with disabilities and/or developmental disorders

A presente investigação tem como principal objetivo analisar as características da associação entre deficiência e/ou perturbações do desenvolvimento e maus-tratos na população infanto-juvenil portuguesa, e destacar as respectivas implicações no domínio da educação especial. A amostra é constituída por 198 crianças e adolescentes com deficiência e/ou perturbações do desenvolvimento, que foram vítimas de maus-tratos. A informação foi recolhida através de um questionário, elaborado para este fim, e respondido por psicólogos e assistentes sociais. Em termos dos resultados obtidos, verificou-se que o maltrato misto (associação entre duas ou mais formas de maltrato) foi o mais comum, seguindo-se a negligência. Os agentes de maltrato mais frequentes foram os progenitores. A detecção dos maus-tratos foi efetuada, em regra, na etapa pré-escolar, sendo as suas principais fontes as instituições/serviços que já acompanhavam a família. Foi também detectada uma elevada percentagem de problemas de saúde física e mental, de dependências e de dificuldades de inserção social nos pais destas crianças/adolescentes. A quase generalidade das crianças e famílias beneficiou de alguma intervenção após a sinalização dos maus-tratos. No que respeita a conclusões, e uma vez que os maus-tratos tendem a ocorrer cedo e em famílias com múltiplos fatores de risco, apontam-se estratégias de intervenção familiar e sublinha-se a importância que os programas de intervenção precoce podem revestir. Também se indica o papel que os professores podem desempenhar na detecção dos maus-tratos e realça-se a relevância e a composição dos programas direcionados para o ensino de estratégias de proteção e autodefesa.

This study analyses characteristics of the association between disability and/or developmental disorders and abuse among Portuguese children and youth. It also underscores the consequences of this association for special education. The sample consists of 198 children and adolescents with disabilities and/or developmental disorders that were abused. The data was collected using a checklist designed specifically for this study, completed by psychologists and social workers. The results showed that the most frequent type of abuse was a combination of two or more types of maltreatment, followed by neglect. The most frequent perpetrators were the parents, who were also the children's main caretakers. Abuse was identified early, usually at age 4, and mainly by institutions or services that were already following the families. A high percentage of physical and mental health problems, substance abuse and social inclusion difficulties in the parents of these children and adolescents was also observed. After identification of abuse, almost all of these children and families benefitted from some kind of intervention. In conclusion, since abuse usually occurs early and in families with multiple risk factors, we indicate the need for family intervention strategies and highlight the importance of early childhood intervention programs. The role that teachers play in screening abuse is also pointed out, as well as the relevance of setting up programs directed towards the acquisition of self-protection skills.

Psychometric properties of the Portuguese version of the Quality of Life Questionnaire (QOL-Q).

BACKGROUND: This study analyzes the psychometric properties of the Portuguese version of the Quality of Life Questionnaire (QOL-Q; Quality of Life Questionnaire Manual - 1993 Manual and 2004 Revision. 2004, IDS Publishing Company, Worthington, OH; Schalock & Keith 2004). METHOD: The analysis of the factorial structure was carried out on a sample of 304 adults with intellectual disabilities, through the use of confirmatory (CFA) and exploratory (EFA) factor analysis. The relationships of the QOL-Q with life satisfaction and self-concept measures were determined in groups composed of respectively 72 and 78 adults with intellectual disabilities. RESULTS: Confirmatory factorial analysis indicated a poor adjustment of the original factor structure to the Portuguese data. EFA indicated the existence of four factors, which include 30 items, and that were also supported by CFA. The total score of the QOL-Q revealed a reduced correlation with life satisfaction, and a moderate correlation with the self-concept. CONCLUSIONS: The Portuguese version of the QOL-Q shows satisfactory psychometric properties, but also some limitations.

Rapid naming tests: developmental course and relations with neuropsychological measures.

A Digits Rapid Automatized Naming (RAN) test and a Colors and Shapes Rapid Alternating Stimulus (RAS) test were administered to 904 Portuguese, normally achieving children (ages 7 to 15), in order to examine these tests scores developmental course. The results showed that the two tests have slightly different developmental trajectories. In addition, the two tests associations with a large number of neuropsychological measures were determined in three age groups (7-9 years, n = 301; 10-12 years, n = 299; 13-15 years, n = 304). The neuropsychological measures addressed attention/executive functions, motor behavior, verbal memory, visual memory and language. The results indicated that each one of the rapid naming tests brings into play not entirely coincident processes. Although, they converge in terms of their associations with language and attention measures, Colors and Shapes RAS test is more demanding in cognitive and linguistic terms. In addition, while Digits RAN test has little in common with short-term memory, Colors and Shapes RAS test relates moderately with short-term memory, due to the increased demands in terms of effort, access and retrieval of the phonological labels that correspond to the different stimuli categories. The need to differentiate between the two rapid naming tests is supported.

Rapid naming tests: developmental course and relations with neuropsychological measures

88A Digits Rapid Automatized Naming (RAN) test and a Colors and Shapes Rapid Alternating Stimulus (RAS) test were administered to 904 Portuguese, normally achieving children (ages 7 to 15), in order to examine these tests scores developmental course. The results showed that the two tests have slightly different developmental trajectories. In addition, the two tests associations with a large number of neuropsychological measures were determined in three age groups (7-9 years, n = 301; 10-12 years, n = 299; 13-15 years, n = 304). The neuropsychological measures addressed attention/executive functions, motor behavior, verbal memory, visual memory and language. The results indicated that each one of the rapid naming tests brings into play not entirely coincident processes. Although, they converge in terms of their associations with language and attention measures, Colors and Shapes RAS test is more demanding in cognitive and linguistic terms. In addition, while Digits RAN test has little in common with short-term memory, Colors and Shapes RAS test relates moderately with short-term memory, due to the increased demands in terms of effort, access and retrieval of the phonological labels that correspond to the different stimuli categories. The need to differentiate between the two rapid naming tests is supported (AU)

Se administró una prueba de denominación rápida automatizada de dígitos y una prueba de estímulos rápidos alternantes de color y forma a una muestra normalizada de 904 niños portugueses de entre 7 y 15 años de edad con el objetivo de comparar las puntuaciones de estas pruebas en el curso del desarrollo evolutivo. Los resultados mostraron que las dos pruebas diferían sensiblemente a lo largo del desarrollo. Adicionalmente, se estudió la relación entre estas dos pruebas y un amplio número de medidas neuropsicológicas en tres grupos de edad (7-9 años, n = 301; 10-12 años, n = 299; 13-15 años, n = 304). Estas medidas estaban dirigidas a medir atención/funciones ejecutivas; conducta motora; memoria verbal; memoria visual y lenguaje. Los resultados mostraron que las pruebas de denominación rápida no siempre ponen en marcha los mismos procesos. Aunque coinciden en sus asociaciones con medidas de lenguaje y atención, la prueba de colores y formas (RAS) es más exigente en lo que respecta a aspectos cognitivos y lingüísticos. Además, mientras la prueba de dígitos (RAN) tiene poco en común con la memoria a corto plazo, la prueba de colores y formas (RAS) se relaciona moderadamente con esta media debido a su incremento de exigencias en términos de esfuerzo, acceso y recuperación de etiquetas fonológicas correspondientes a las diferentes categorías del estímulo. Los resultados apoyan la necesidad de diferenciar entre las dos pruebas de denominación rápida (AU)