Terapia larval, una buena herramienta para el desbridamiento de úlceras complejas / Larval therapy, a good tool for the debridation of complex ulcers

Las úlceras afectan predominante-mente a los miembros inferiores. A nivel mundial representan un impor-tante problema sanitario, en cuanto a su prevalencia, gasto de recursos eco-nómicos y afectación socio funcional de los pacientes, que ven mermada en gran medida su calidad de vida y en ocasiones pueden ser precursoras de una pérdida de la extremidad. En nuestra práctica diaria dispone-mos un amplio abanico de opcio-nes de tratamiento con pomadas y apósitos con diferentes propiedades. Deberemos escoger el más adecua-do en cada caso, en función de la etiología de la úlcera, del aspecto de la misma o de la presencia o no de infección. Para el desbridamiento de úlceras difíciles y complejas la terapia larval resulta útil y efectiva cuando los medios habituales no han sido efectivos, favoreciendo y acelerando el proceso de limpieza de la úlcera con eliminación de la fibrina y del bio-film hasta favorecer su granulación. Pueden utilizarse en úlceras infecta-das con muy buenos resultados, su manejo es sencillo y bien tolerado por el paciente. (AU)

Ulcers predominantly affect the lower limbs. Worldwide, they rep-resent an important health prob-lem, in terms of their prevalence, expenditure of economic resources and socio-functional affectation of patients, who see their quality of life greatly diminished and can some-times be precursors of a loss of the limb.In our daily practice we have a wide range of treatment options to wound care with ointments and dressings with different properties. We must choose the most appropri-ate in each case, depending on the etiology of the ulcer, its appearance or the presence or absence of infec-tion. For the debridement of difficult and complex ulcers, larval therapy is useful and effective when the usual means have not been effective, fa-voring and accelerating the process of cleaning the ulcer with the elim-ination of fibrin and biofilm until it favors granulation. They can be used in infected ulcers with very good results, their handling is simple and well tolerated by the patient. (AU)

Inhibitory processes, working memory, phonological awareness, naming speed, and early arithmetic achievement.

This study identified the cognitive processes that underlie the individual differences in early mathematical performance in elementary school children. Taking into account the Baddeley framework multicomponent model, the inhibitory processes, working memory, phonological awareness, and naming speed are considered to be related to early math learning. To examine this relationship, we compared the performance of a total of 424 typically developing middle-class children, aged between 4 and 7 years in a battery of cognitive and early numeric tests: The Utrecht Early Numeracy Test, the Rapid Automatized Naming Test, Spanish version of the Stroop task, the Numeracy Interference Test, Digit Span test, and Phonological Knowledge Test. The mean age of the participants was 72.21 months (sd = 14.8), and 48.6% were male and 51.4% were female. The results demonstrated that children performing worst on central executive, phonological processing, and inhibitory processes showed lower results in early mathematical tasks measured by The Utrecht Early Numeracy Test. Results supported the notion that the executive system is an important predictor of children's mathematical performance.

Inhibitory processes, working memory, phonological awareness, naming speed, and early arithmetic achievement

This study identified the cognitive processes that underlie the individual differences in early mathematical performance in elementary school children. Taking into account the Baddeley framework multicomponent model, the inhibitory processes, working memory, phonological awareness, and naming speed are considered to be related to early math learning. To examine this relationship, we compared the performance of a total of 424 typically developing middleclass children, aged between 4 and 7 years in a battery of cognitive and early numeric tests: The Utrecht Early Numeracy Test, the Rapid Automatized Naming Test, Spanish version of the Stroop task, the Numeracy Interference Test, Digit Span test, and Phonological Knowledge Test. The mean age of the participants was 72.21 months (sd = 14.8), and 48.6% were male and 51.4% were female. The results demonstrated that children performing worst on central executive, phonological processing, and inhibitory processes showed lower results in early mathematical tasks measured by The Utrecht Early Numeracy Test. Results supported the notion that the executive system is an important predictor of children’s mathematical performance (AU)

En este trabajo se identificaron las variables que están en la base de las diferencias de rendimiento en matemáticas en los primeros años de escolarización. Teniendo en cuenta el modelo multicomponente de Baddeley, se ha considerado que los procesos inhibitorios, la memoria de trabajo, la conciencia fonológica y la velocidad de denominación están a la base del aprendizaje matemático temprano. Con el fin de examinar esta relación se ha evaluado a un total de 424 escolares de 4 a 7 años (48,6 % eran niños y 51,4 % niñas) con una batería de pruebas cognitivas y de rendimiento matemático: el test de Utrech de matemática temprana, el test de velocidad de nominación, la versión española de la tarea de Stroop, un test de memoria de dígitos y un test de conciencia fonológica. Los resultados mostraron que aquellos alumnos que obtenían peores resultados en memoria de trabajo, conciencia fonológica y procesos inhibitorios, mostraban también peores resultados en tareas matemáticas evaluadas por el test de Utrech. Estos resultados apoyan la noción de que el funcionamiento de los procesos ejecutivos puede predecir los resultados en actividades de matemáticas tempranas (AU)

Positive behavioral intervention in children who were wards of the court attending a mainstream school.

This report looked at the effects of treatment using contingency contracts and token economy procedures in three children, two 14 yr. and one 8 yr., who were wards of the court and attending a mainstream school. Students presented problems of adaptation to school, such as making constant noises with the mouth, hands, or pencil on the desk; frequently emitted raucous cries in the classroom; destruction of school resource materials; verbal aggression to classmates and teachers; verbal rejection of all academic work, refusing to do it, making negative comments prior to starting any school activity, in addition to lack of motivation for undertaking school activities. A 4-mo. individual treatment using contingency contracts and token economy behavioral procedures was implemented, with several follow-up sessions. The results indicated an adaptation of behavior to the school environment, confirmed by teachers, significantly reducing the incidence of insults, the destruction of school materials, and indolence during class sessions. These students are at high risk for social exclusion. Interventions have potential social importance in possible prevention of adult criminality, increasing academic achievement, and decreasing social exclusion.

El aprendizaje de conceptos de comparación, seriación y clasificación en personas con retraso mental / Learning of comparison, seriation and classification concepts in children with mental disabilities

Los conceptos de seriación, clasificación o comparación son resultado de la evoluciónadaptativa del niño y consecuencia, en mayor o menor medida, de su entrenamiento específico.En el niño normal este entrenamiento puede darse tanto en situaciones no estructuradascomo estructuradas, pero en el discapacitado psíquico la resultante de estas dos fuerzasdebe incrementarse añadiendo más componentes al vector aprendizaje estructurado, dadoslos déficits cognitivos de estas personas. Este estudio pretende considerar si los conceptosevolutivos de comparación, clasificación y seriación pueden ser entrenados en personascon retraso mental mediante un software informático. Quince participantes con diferentestipos de discapacidad psíquica, que desconocen el manejo de los conceptos referidos,recibieron sesiones de entrenamiento exhaustivo de los conceptos de comparación, clasificacióny seriación, mediante un sistema de enseñanza asistida por ordenador durante sutiempo de escolarización. Se hipotetizó que un entrenamiento exhaustivo en los conceptosreferidos puede reducir los errores cometidos en las tareas multimedia de comparación,clasificación y seriación. Los resultados indicaron una mejora en los aprendizajes de losconceptos de seriación, clasificación y comparación para los participantes, presentándoselas curvas de aprendizaje y su función a lo largo de las sesiones de tratamiento(AU)

The concepts of seriation, classification and comparison are not only results ofchild development but also because of formal training consequence. Standard developmentpossibly has many structured and non structured training opportunities. But in mentallydisabled children, it is necessary to increase the structured learning because of their cognitivemalfunctioning. In this paper we studied if children with mental disabilities could betrained in the concepts of seriation, classification and comparison using specific software.15 children with mental disabilities participated. They did not know the concepts of seriation,classification and comparison. They received several Computer Assisted Teaching sessionsduring their regular school hours. The hypothesis was that exhaustive training in theseconcepts would reduce errors in the seriation, classification and comparison computertasks. Results suggest an improvement in learning these concepts for all participants. Learningcurves as a function of the training are presented(AU)