Perfil cognitivo y social en niños y niñas con Trastorno del Espectro Autista / Cognitive and social profile in children with autism spectrum disorder

El Trastorno del Espectro Autista (TEA) es una condición que se caracteriza por presentar fallas en la conducta social y comportamientos repetitivos. Su perfil neuropsicológico muestra hallaz-gos heterogéneos que dependen de la severidad del trastorno. El objetivo del presente trabajo es describir el funcionamiento neuropsicológico de una muestra de niños y niñas con TEA que asisten al Instituto para el Desarrollo Integral del Niño en condición de Autismo (DINA). La muestra estuvo conformada por 78 participantes, 15.4% de género femenino y 84.6% de géne-ro masculino, con edades entre los 6 y los 16 años. Los instrumentos utilizados fueron protocolo neuropsicológico adaptado de la ENI, prorrateo de inteligencia del WISC-IV, Test de Sally y Ann, Test de Expresiones faciales adaptadopor Paul Ekman y el Test de la Mirada para niños, El Test de Metidas de Pata, e Historias Extrañas de Happé. Los resultados se discuten a la luz de la li-teratura científica sobre el tema.

Autism Spectrum Disorder (ASD) is a condition that is characterized by failures in social behav-ior and repetitive behaviors. The neuropsychological profile shows heterogeneous findings that depends on the severity of the disorder. The objective of this paper is to describe the neuropsychological functioning of a sample of children with ASD who attend the Institute for the Integral Development of Children with Autism (DINA). The sample consisted of 78 partici-pants, 15.4% female and 84.6% male, aged between6 and 16 years. The instruments used were the neuropsychological protocol adapted from the ENI, intelligence apportionment from the WISC-IV, Sally and Ann Test, Facial Expressions Test adapted by Paul Ekman and Reading the Mind in the Eye for children, Faux Pas Test, and The Happé’s Strange Stories test. The re-sults are discussed considering the scientific literature on the subject. (AU)

Translation and Cross-Cultural Adaptation of the Test of Infant Motor Performance to Colombian Spanish / Traducción y adaptación transcultural del Test of Infant Motor Performance al español de Colombia / Tradução e adaptação transcultural do Test of Infant Motor Performance para o espanhol colombiano

Introduction: There has been growing interest in recent years in the cross-cultural adaptation of mea-suring instruments for various conditions treated by physiotherapy. Validation of an instrument within a target language and culture creates a final version that is conceptually and linguistically adapted to the context but remains valid and reliable. This paper describes the process of translation and cross-cul-tural adaptation of the Test of Infant Motor Performance (timp) from us English to Colombian Spanish. This was performed in accordance with international methodological guidelines. Materials and meth-ods: A group of trained translators and field experts participated in the five stages presented herein. These stages were translation and adaptation of the instrument to Colombian Spanish, validation of its content and appearance, back-translation, revision by the original author, and, finally, a pilot test.Results: The existence of two intralingual translated and revised versions of this instrument led to a more appropriate preliminary version from conceptual, discursive, and terminological perspectives. Therefore, the adjustments made in the first stage were primarily semantic. During the second stage, field experts positively assessed the translated version and suggested adjustments to grammar, spell-ing, and word choices. There were no significant discursive problems during the back-translation stage so conceptual and terminological adjustments were minor. The revision stage and the pilot test were satisfactory. Conclusion: This translation and cross-cultural adaptation was successful. The Colombian Spanish version of the measure was culturally relevant and used appropriate language, yet remained a valid and reliable tool

Introducción: la adaptación transcultural de distintos instrumentos de medición, y para diferentes tipos de condiciones en el campo de la fisioterapia, ha sido un tema de interés en los últimos años. La validación lingüística de un instrumento a una lengua y cultura meta implica que la versión final es adaptada conceptual y lingüísticamente al contexto meta. El objetivo de este artículo es describir el proceso de traducción y adaptación transcultural al español de Colombia del Test of Infant Motor Performace(timp) siguiendo los lineamientos metodológicos internacionales. Materiales y método: se conformó un grupo de traductores calificados y de expertos que participaron en cinco fases: traducción y adaptación al español de Colombia, validez de contenido y apariencia, retrotraducción, revisión por autora original y prueba piloto. Resultados: la posibilidad de contar con dos versiones intralinguales revisadas llevó a una versión preliminar más adecuada desde las perspectivas conceptual, discursiva y terminológica. Por lo tanto, los ajustes en esta fase se realizaron principalmente desde una perspectiva semántica. En cuanto a la segunda fase, los expertos validaron positivamente dicha versión y sugirieron cambiar algunas palabras y cuestiones ortográficas. La fase de retrotraducción y la validación no presentaron problemas discursivos, así que las adecuaciones conceptuales y terminológicas fueron mínimas. La fase de revisión y la prueba piloto fueron satisfactorias. Conclusión: este proceso de traducción y adaptación transcultural fue exitoso. La versión al español de Colombia fue apropiada culturalmente, además de ser una herramienta válida y confiable

Introdução: a adaptação transcultural de diferentes instrumentos de medida e para diferentes tipos de condições no campo da fisioterapia tem sido um tema de interesse nos últimos anos. A validação linguís-tica de um instrumento para uma língua e cultura alvo implica que a versão final seja conceitual e lin-guisticamente adaptada ao contexto alvo. O objetivo deste artigo é descrever o processo de tradução e adaptação transcultural para o espanhol colombiano do Test of Infant Motor Performace (timp) de acordo com as diretrizes metodológicas internacionais. Materiais e métodos: foi conformado um grupo de tradu-tores qualificados e especialistas que participaram em cinco fases: tradução e adaptação para o espanhol colombiano, validade de conteúdo e aparência, retrotradução, revisão pelo autor original e teste piloto. Resultados: a possibilidade de haver duas versões intralinguais revisadas levou a uma versão preliminar mais adequada do ponto de vista conceitual, discursivo e terminológico, portanto, os ajustes nesta fase foram feitos principalmente do ponto de vista semântico. Já na segunda fase, os especialistas validaram positivamente essa versão e sugeriram alterações em algumas palavras e problemas ortográficos. A fase de retrotradução e a validação não apresentaram problemas discursivos, portanto as adaptações conceituais e terminológicas foram mínimas. A fase de revisão e o teste pilotoforam bem-sucedidos. Conclusão: este processo de tradução e adaptação transcultural foi favorável do ponto de vista de validade e aparência para o contexto colombiano

Calidad de vida en personas con discapacidad intelectual y múltiple de 4 a 21 años de edad / Quality of life in persons with intellectual and multiple disability from 4 to 21 years old

Resumen El objetivo fue evaluar la calidad de vida de personas con discapacidad intelectual y múltiple de 4 a 21 años a través de la Escala KidsLife validada para Colombia. Se adelantó un estudio de corte cuantitativo-explicativo, en el que participaron 220 informantes clave. Las dimensiones donde se evidenciaron puntuaciones medias más altas en calidad de vida fueron bienestar físico y bienestar emocional; contrariamente, las puntuaciones más bajas se registraron en autodeterminación e inclusión social. Se encontraron diferencias significativas de acuerdo con nivel de discapacidad, nivel de necesidades de apoyo y nivel de dependencia reconocida. Las mayores diferencias significativas correspondieron a las variables: sexo, contar con la familia y tener acceso a la escolaridad; sin embargo, las variables explicativas de la calidad de vida fueron: nivel de necesidades de apoyo, contar con el apoyo de una familia, residir en el hogar familiar y escolarización ordinaria. Se concluyó que los menores puntajes en autodeterminación e inclusión social indican la necesidad de promover la participación en actividades comunitarias de interés que sean incluyentes. De igual forma, las relaciones encontradas entre los factores sociodemográficos y la calidad de vida evidencian la necesidad de implementar intervenciones orientadas a la creación de planes de apoyo individualizados, con el fin de promover su autodeterminación y estimular los logros personales y organizacionales.

Abstract The objective of this study was to evaluate the quality of life of the persons with intellectual and multiple disabilities between 4 to 21 years through the KidsLife Scale validated for Colombia. A quantitative-explanatory study was carried out involving 220 key informants. The dimensions with higher average scores in quality of life were physical well-being and emotional well-being; conversely, the lowest scores recorded were related to self-determination and social inclusion. Significant differences were found according to: level of disability, level of support needs and level of recognized dependence. The greatest significant differences corresponded to variables such as sex, having a family and the access to schooling. However, the explanatory variables of quality of life were: level of support needs, having family support, family home residing and ordinary schooling. It was concluded that the lower scores in self-determination and social inclusion indicate the need to promote participation in community activities of interest that are inclusive. Likewise, the relationships found between sociodemographic factors and quality of life show the need to implement interventions aimed at the creation of individualized support plans in order to promote self-determination and stimulate personal and organizational achievements.

Adaptación transcultural para Colombia de la Escala KidsLife para personas con discapacidad intelectual y múltiple / Cross-Cultural adaptation for Colombia of the KidsLife Scale for people with intellectual and multiple disabilities

Resumen Introducción. La calidad de vida, como constructo multidimensional, considera aspectos físicos, sociales y culturales de las personas con discapacidad intelectual; por ello, se hace necesario contar con instrumentos adaptados y validados que permitan reconocer las necesidades específicas de esta población. Objetivo. Adaptar transculturalmente para Colombia la Escala KidsLife para personas con discapacidad intelectual. Materiales y métodos. Estudio instrumental hecho por fases: se hizo una revisión preliminar de la escala por parte de los investigadores; se comprobó la validez de contenido por juicio de siete expertos, quienes valoraron importancia, influencia, observancia y adecuación gramatical, y se realizó un estudio piloto con 30 personas para determinar confiabilidad y poder discriminativo. Resultados. En cuanto a la validez de contenido, los coeficientes de concordancia ponderados para concordancia entre jueces y concordancia de las dimensiones resultaron buenos. Respecto a la confiabilidad y poder discriminativo, se halló consistencia interna muy buena piara la escala total (alfa de Cronbach 0.95) y 52 ítems bajo poder discriminativo (p>0.1). Conclusiones. La adaptación y validez para Colombia de la Escala KidsLife permitirá fortalecer procesos de atención desde las diferentes dimensiones de calidad de vida centrados en las necesidades de la persona con discapacidad intelectual y múltiple, las familias y los profesionales de apoyo.

Abstract Introduction: Quality of life, as a multidimensional construct, comprises physical, social and cultural aspects of people with intellectual disabilities; therefore, it is necessary to have adapted and validated instruments to recognize the specific needs of this population. Objective: To make a cross-cultural adaptation for Colombia of the KidsLife Scale for people with intellectual disabilities. Materials and methods: Instrumental study done in phases. First, a preliminary review of the scale was made by the researchers; then, the validity of the content was verified by seven experts who assessed relevance, impact, compliance and grammatical adequacy; finally, a pilot study was carried out with 30 people to determine reliability and discriminative power. Results: In terms of content validity, the weighted concordance coefficients for agreement among judges and dimensional concordance were good. Regarding reliability and discriminative power, very good internal consistency was found for the whole scale (Cronbach's alpha of 0.95) and 52 items under discriminative power (p>0.1). Conclusions: The adapted and validated KidsLife Scale for Colombia will strengthen the care processes from different dimensions of quality of life, focused on the needs of the person with intellectual and multiple disabilities, families and support professionals.

Correlación entre discapacidad y calidad de vida en niños con trastorno por déficit de atención con hiperactividad / Correlation between disability and quality of life in children with attention deficit hyperactivity disorder

Resumen Introducción. El trastorno por déficit de atención con hiperactividad (TDAH) genera limitaciones en las actividades y restricciones en la participación, de allí que deba abordarse desde un modelo biopsicosocial que considere la dimensión calidad de vida (CV). Objetivo. Correlacionar el grado de discapacidad a nivel escolar con la CV en niños con TDAH. Materiales y métodos. Se realizó un estudio correlacional en una muestra no probabilística de 106 niños de 8 a 12 años de Cali, Colombia. Se utilizaron los instrumentos MINIKID, KIDSCREEN-27 versiones padres y niños y el Cuestionario para Limitaciones en Actividad y Restricciones en Participación TDAH Versión Profesores. Se hizo un análisis descriptivo de características sociodemográficas y CV y un análisis correlacional entre grado de discapacidad con CV. Resultados. El promedio de edad de los niños estudiados fue de 9.6±1.19 años, predominó el género masculino y TDAH de tipo combinado. La CV es bien valorada por padres y niños, pero los puntajes bajos se presentan en la dimensión "El colegio". No se encontró correlación entre CV y grado de discapacidad. Conclusión. Los padres y niños con TDAH valoran positivamente la CV, pero hay tendencia a una valoración menor en la dimensión colegio. No existe correlación entre CV y grado de discapacidad a nivel escolar.

Abstract Introduction: Attention deficit hyperactivity disorder (ADHD) generates limitations in activities and restrictions in participation. Consequently, this condition should be addressed based on a biopsychosocial model that considers the quality of life (QL) dimension. Objective: To correlate the degree of disability at school with the QL in children with ADHD. Materials and methods: A correlational study was conducted on a non-probability sample of 106 children aged 8 to 12 in Cali, Colombia. The instruments used were MINIKID, KIDSCREEN-27 for parents and children, and the Activity Limitations and Participation Restrictions of Children with ADHD Questionnaire, teachers version. A descriptive analysis of socio-demographic characteristics and QL, as well as a correlational analysis between degree of disability and QL were carried out. Results: The average age of the children studied was 9.6±1.19 years, with predominance of the male sex and combined ADHD. QL was positively assessed by parents and children, but low scores are observed in the "The School" dimension. No correlation was found between QL and degree of disability. Conclusion: Parents and children with ADHD assess QL positively, but there is a tendency towards a lower score in the school dimension. There is no correlation between QL and degree of disability at school level.

[Association between the characteristics of coordination development disorder and symptoms of attention deficit disorder with hyperactivity in children in the city of Manizales]. / Asociación de características de trastorno del desarrollo de la coordinación con síntomas de trastorno por déficit de atención con hiperactividad en niños de la ciudad de Manizales.

INTRODUCTION: Developmental coordination disorder (DCD) in childhood is an important public health problem, which has important implications for different spheres of development: motor, cognitive, psychosocial and emotional. Therefore, the presence of comorbidity is common, along with other disorders in child development. This article presents a study that determines the association between DCD characteristics with attention deficit and hyperactivity disorder (ADHD) symptoms. OBJECTIVE: To determine the association between DCD characteristics and ADHD symptoms in the city of Manizales, Colombia. METHODS: Cross-sectional, descriptive and associative study, in a sample of 140 children aged 6-12, randomised in public and private institutions. A structured interview was conducted, along with the questionnaires MINIKID and Cuestionario para Trastorno del Desarrollo de la Coordinación (CTDC). A descriptive univariate analysis was performed on the the sociodemographic characteristics, as well as association tests with χ(2) test, and dependence level with φ coefficient. RESULTS: A statistically significant association was found between the CTDC characteristics with ADHD symptoms (φ=.452; P=.001). CONCLUSIONS: An association was found in the studied population between the CTDC characteristics and ADHD symptoms, indicating that children with difficulties in motor performance may also have attention difficulties and hyperactivity.

Asociación de características de trastorno del desarrollo de la coordinación con síntomas de trastorno por déficit de atención con hiperactividad en niños de la ciudad de Manizales / Association between the characteristics of coordination development disorder and symptoms of attention deficit disorder with hyperactivity in children in the city of Manizales

Introducción: El trastorno del desarrollo de la coordinación (TDC) en la infancia es un problema importante para la salud pública, ya que tiene repercusiones importantes en las diferentes esferas del desarrollo: motor, cognitivo, psicosocial y emocional; por ello es frecuente la comorbilidad con otros trastornos del desarrollo infantil. Se presenta un estudio que determina la asociación de características de TDC con síntomas del trastorno por déficit de atención con hiperactividad (TDAH). Objetivo: Determinar la asociación de características de TDC con síntomas de TDAH en niños y niñas de la ciudad de Manizales, Colombia. Métodos: Estudio descriptivo y de asociación con una muestra de 140 niñas de 6-12 años de edad, aleatorizados en instituciones educativas públicas y privadas. Se realizó entrevista estructurada y aplicación de los instrumentos MINIKID y Cuestionario para Trastorno del Desarrollo de la Coordinación (CTDC). Se realizaron análisis descriptivo univariable para la caracterización sociodemográfica y pruebas de asociación a través del test de la χ² y grado de dependencia con coeficiente φ. Resultados: Se encontró asociación estadísticamente significativa entre características de TDC y síntomas de TDAH (φ = 0,452; p = 0,001). Conclusiones: En la población estudiada se encontró asociación entre características de TDC y síntomas de TDAH, lo que indica que niños con dificultades en el desempeño motor también pueden sufrir dificultades de atención e hiperactividad.

Introduction: Developmental coordination disorder (DCD) in childhood is an important public health problem, which has important implications for different spheres of development: motor, cognitive, psychosocial and emotional. Therefore, the presence of comorbidity is common, along with other disorders in child development. this article presents a study that determines the association between DCD characteristics with attention deficit and hyperactivity disorder (ADHD) symptoms. Objective: To determine the association between DCD characteristics and ADHD symptoms in the city of Manizales, Colombia. Methods: Cross-sectional, descriptive and associative study, in a sample of 140 children aged 6-12, randomised in public and private institutions. A structured interview was conducted, along with the questionnaires MINIKID and Cuestionario para Trastorno del Desarrollo de la Coordinación (CTDC). A descriptive univariate analysis was performed on the the sociodemographic characteristics, as well as association tests with 2 test, and dependence level with φ coefficient. Results: A statistically significant association was found between the CTDC characteristics with ADHD symptoms (φ=.452; P=.001). Conclusions: An association was found in the studied population between the CTDC characteristics and ADHD symptoms, indicating that children with difficulties in motor performance may also have attention difficulties and hyperactivity.

Consistencia interna y validez concurrente del cuestionario para evaluación de limitaciones y restricciones en niños con TDAH / Internal Consistency and Concurrent Validity of the Questionnaire for Limitations and Restrictions Assessment in Children with ADHD / Consistência interna e validez concorrente do questionário para avaliação de limitações e restrições em crianças com TDAH

Introducción: El TDAH es uno de los diagnósticos más frecuentes en psiquiatría infantil, su diagnóstico temprano reviste una gran importancia para su intervención familiar, escolar y social. Basándose en la clasificación internacional del funcionamiento, la discapacidad y la salud CIF, se diseñó un cuestionario para la evaluación de limitaciones en la actividad y restricciones en la participación en niños con TDAH, el cuestionario CLARP-TDAH versión padres y profesores. Objetivo: Determinar el grado de consistencia interna de los CLARP-TDAH y su validez concurrente con el cuestionario de capacidades y dificultades SDQ versión padres y maestros. Materiales y métodos: Muestra de 203 niños de 6 a 12 años con TDAH, escolarizados, en cinco ciudades de Colombia. Se aplicaron estos cuestionarios a padres y profesores. El análisis de consistencia interna se realizó por coeficiente de Cronbach, y la validez concurrente mediante coeficiente de correlación de Spearman y con predictores múltiples y únicos a través de modelos de regresión lineal múltiple y simple. Resultados: La consistencia interna fue elevada para los cuestionarios globales y para cada uno de sus dominios. El CLARP-TDAH padres obtuvo consistencia interna de 0,83 y el CLARP-TDAH profesores de 0,93. Se halló validez concurrente entre los CLARPTDAH y el SDQ padres y maestros, existe concurrencia entre el CLARP-TDAH profesores y SDQ maestros, y entre el CLARP-TDAH padres y profesores, esto dado por valores p < 0,001.

Introduction: ADHD is one of the most common diagnoses in child psychiatry, its early diagnosis is of great importance for intervention at family, school and social environment. Based on the International Classification of Functioning, Disability and Health (ICF), a questionnaire was designed to assess activity limitations and participation restrictions in children with ADHD. The questionnaire was called "CLARP-ADHD Parent and Teacher Version". Objective: To determine the degree of internal consistency of the CLARP-ADHD questionnaire, and its concurrent validity with the "Strengths and Difficulties Questionnaire SDQ parent and teacher version". Material and Methods: A sample of 203 children aged 6 to 12 with ADHD, currently attending school in five Colombian cities. The questionnaires were applied to parents and teachers. The internal consistency analysis was performed through Cronbach coefficient and concurrent validity using the Spearman correlation coefficient utilizing multiple and unique predictors through multiple linear regression as well as simple regression models. Results: A high internal consistency was found for global questionnaires for each of its domains. The CLARP-ADHD for parents gave as result an internal consistency of 0.83, and the CLARP-ADHD for teachers one of 0.93. Concurrent validity was found between the CLARP-ADHD and the SDQ Parent and Teacher version; also, concurrence between the CLARPADHD for Teachers and the SDQTeachers was found, as well as between CLARPADHD for Parents and CLARP ADHD Teachers, given by p values of p < 0.001.

Introdução: O TDAH é um dos diagnósticos mais frequentes em psiquiatria infantil, seu diagnóstico precoce reviste uma grande importância para sua intervenção no nível familiar, escola e social. Baseando-se na classificação internacional do funcionamento, a deficiência e a saúde CIF, criou-se um questionário para a avaliação de limitações na atividade e restrições na participação em crianças com TDAH, o questionário CLARP-TDAH Versão Pais e Professores. Objetivo: Determinar o grau de consistência interna dos CLARP TDAH e sua validez concorrente com o questionário de capacidades e dificuldades SDQ versão pais e professores. Materiais e Métodos: Amostra de 203 crianças de 6 e 12 anos com TDAH, escolarizados, em cinco cidades da Colômbia. Aplicaram-se estes questionários a pais e professores. A análise de consistência interna realizou-se por coeficiente de Cronbach, e a validez concorrente mediante coeficiente de correlação de Spearman e com preditores múltiplos e únicos através de modelos de regressão lineal múltipla e simples. Resultados: A consistência interna foi elevada para os questionários globais e para cada um de seus domínios. O questionário CLARP-TDAH dos pais obteve consistência interna de 0,83, e o CLARP-TDAH dos professores de 0,93. Achou-se validez concorrente entre os CLARP TDAH e o SDQ Pais e Professores, existe concorrência entre o CLARP TDAH Professores e SDQ Professores, e entre o CLARP TDAH Pais e CLARP TDAH Professores, isto dado por valores p < 0,001.

Confiabilidad intraevaluador del cuestionario para limitaciones en la actividad y restricciones en la participación de niños con TDAH / Intra-rater Reliability for the Questionnaire on Activity Limitations and Participation Restrictions of Children With ADHD

Introducción: Los cuestionarios para la evaluación de limitaciones en la actividad y restricciones en la participación de niños con TDAH (CLARP-TDAH) se han desarrollado recientemente en Colombia, basados en las sugerencias hechas por la Organización Mundial de la Salud (OMS) desde la Clasificación Internacional del Funcionamiento, la Discapacidad y la Salud (CIF), lo cual permite trascender de la evaluación clínica a una evaluación desde la funcionalidad y el funcionamiento de los niños en su contexto familiar y escolar. En este estudio se determinó el grado de confiabilidad intraevaluador para los cuestionarios CLARP TDAH Padres y Profesores. Métodos: En una muestra no probabilística de 203 niños y niñas colombianos escolarizados y diagnosticados con TDAH, se determinó la confiabilidad intraevaluador a través del índice kappa; los informantes fueron los padres y los profesores. Resultados: Se encontró que la confiabilidad intraevaluador de los dominios del cuestionario CLARP-TDAH para padres obtuvo κ > 0,7, mientras que para los dominios del CLARP-TDAH Profesores resultaron > 0,8. Conclusiones: Los cuestionarios CLARP-TDAH son una herramienta con buen nivel de confiabilidad intraevaluador, lo cual permite realizar una evaluación confiable de las limitaciones en la actividad y las restricciones en la participación para determinar el funcionamiento en los entornos familiar y escolar.

Introduction: Questionnaires for evaluating activity limitations and participation restrictions in children with ADHD (CLARP-TDAH) has recently been developed in Colombia, based on the suggestions made by the WHO from the International Classification of Functioning, Disability and Health (ICF), allowing clinical evaluation beyond an evaluation of the functionality and functioning of children in their family and school environments. Previous research with the questionnaire proved useful in the multidisciplinary approach of Colombian children with ADHD. This study determines the level of intra-rater reliability for questionnaires CLARP-TDAH Parents and Teachers. Methods: The study included a non-random sample of 203 Colombian children attending school and diagnosed with ADHD. Intra-rater reliability and the reproducibility of the results was determined using the Kappa index. The informants were parents and teachers. Results: Kappa values >0.7 were obtained for the intra-rater reliability of the questionnaire domains of CLARP-TDAH Parents, while for CLARP-TDAH Teachers domains these values were >0.8. Conclusions: CLARP-TDAH questionnaires are a tool with a good level of intra-rater reliability, which allows a reliable assessment of activity limitations and participation restrictions in order to determine the level of functioning at home and school.

[Intra-rater Reliability for the Questionnaire on Activity Limitations and Participation Restrictions of Children With ADHD]. / Confiabilidad intraevaluador del cuestionario para limitaciones en la actividad y restricciones en la participación de niños con TDAH.

INTRODUCTION: Questionnaires for evaluating activity limitations and participation restrictions in children with ADHD (CLARP-TDAH) has recently been developed in Colombia, based on the suggestions made by the WHO from the International Classification of Functioning, Disability and Health (ICF), allowing clinical evaluation beyond an evaluation of the functionality and functioning of children in their family and school environments. Previous research with the questionnaire proved useful in the multidisciplinary approach of Colombian children with ADHD. This study determines the level of intra-rater reliability for questionnaires CLARP-TDAH Parents and Teachers. METHODS: The study included a non-random sample of 203 Colombian children attending school and diagnosed with ADHD. Intra-rater reliability and the reproducibility of the results was determined using the Kappa index. The informants were parents and teachers. RESULTS: Kappa values >0.7 were obtained for the intra-rater reliability of the questionnaire domains of CLARP-TDAH Parents, while for CLARP-TDAH Teachers domains these values were >0.8. CONCLUSIONS: CLARP-TDAH questionnaires are a tool with a good level of intra-rater reliability, which allows a reliable assessment of activity limitations and participation restrictions in order to determine the level of functioning at home and school.

Traducción al español del cuestionario para diagnóstico de trastorno del desarrollo de la coordinación / Spanish Translation Questionnaire of the Developmental Coordination Disorder / Tradução espanhola do questionário para o diagnóstico de transtorno do desenvolvimento da coordenação

El trastorno del desarrollo de la coordinación se reconoce por dificultades motoras que afectan el rendimiento en actividades cotidianas y escolares; por tanto, se hace necesario un diagnóstico precoz para iniciar una intervención oportuna. Un cuestionario para diagnosticar es el Developmental coordination disorder questionnaire'07, DCDQ'07. Objetivo: realizar la traducción y adaptación transcultural al español del DCDQ'07. Materiales y métodos: tres traductores independientes tradujeron el cuestionario, clasificando sus ítems como equivalentes, con problemas en algunas palabras y sin equivalencia, y desde su equivalencia experiencial, semántica, conceptual e idiomática. Resultados: el artículo presenta los resultados preliminares de la investigación, la cual culminó su primera fase de traducción de los quince ítems del cuestionario. Ocho de ellos fueron clasificados como equivalentes, seis con problemas en algunas palabras y uno sin equivalencia. Diez ítems correspondieron a traducción por equivalencia experiencial, cuatro se clasificaron como equivalentes semánticos y uno se consideró con doble equivalencia. La autora del cuestionario original valoró positivamente la versión en español. La percepción de los padres frente al cuestionario fue positiva. Conclusiones: la mayoría de los ítems del cuestionario no tuvo dificultad en su traducción, facilitando su adaptación transcultural al español y la continuidad del proceso de validación y confiabilidad.

The developmental coordination disorder can be recognized by motor difficulties that affect the performance in daily and school activities; therefore, it is necessary to get its early diagnosis in order to initiate early intervention. A tool for diagnosis is the Developmental coordination disorder questionnaire'07, DCDQ'07. Objective: the translation and cultural adaptation of the DCDQ'07 into Spanish. Materials and methods: three independent translators translated the questionnaire into Spanish. Its items were classified according to their equivalent or non-equivalent problems in some words, and also according to their experiential, semantic, conceptual or idioms equivalence. Results: 8 items out of 15 questionnaire items were classified as equivalent 8, 6 of them presented problems in a few words and only one was classified as non-equivalent, 10 items correspond to experiential equivalence translation, 4 items were classified as semantic equivalent and only one got two equivalents. The author agreed the Spanish version. Also, the parent's opinions about the questionnaire were positive. Conclusions: most of the items of the questionnaire did not have translation difficulties. It allowed its translation and cultural adaptation into Spanish as well as its validation continuity and reliability process.

Reconhece-se o transtorno do desenvolvimento da coordenação pelas dificuldades motoras que afetam o rendimento em atividades cotidianas e escolares, portanto precisa-se de um diagnóstico precoce para começar uma intervenção oportuna. Um questionário para tal diagnóstico é o Developmental coordination disorder questionnaire'07 (DCDQ'07). Objetivo: a tradução e adaptação transcultural do DCDQ'07 ao espanhol. Materiais e métodos: três tradutores independentes fizeram a tradução do questionário e classificaram seus items como equivalentes, com problemas em algumas palavras e sem equivalência, como também desde a equivalência experiencial, semântica, conceitual e idiomática. Resultados: dos 15 items do questionário, 8 foram classificados como equivalentes, 6 com problemas em algumas palavras e só um foi classificado sem equivalência, 10 items corresponderam à tradução por equivalência experiencial, 4 foram classificados como equivalentes semânticos e só um foi classificado com dupla equivalência. A autora do questionário apreciou positivamente a versão em espanhol. A apreciação dos pais à frente do questionário é positiva. Conclusões: a tradução da maioria dos items do questionário foi fácil. Isto facilitou a adaptação transcultural ao espanhol e a continuidade do processo de validação e confiabilidade.

Cuestionario para la evaluación de limitaciones en la actividad y restricciones en la participación en niños con TDA a nivel escolar / Questionnaire for the evaluation of activity limitations and participation restrictions involving children with attention-deficit/hyperactivity disorder at scholar level

Objetivo: Diseñar, validar y determinar confiabilidad de un instrumento para evaluar limitaciones en actividad y restricciones en participación de niños con TDAH a nivel escolar. Procedimiento: Se determino validez de contenido y apariencia por juicio de expertos y consistencia interna mediante alfa de Cronbach. Muestra de 37 profesores de niños de 6 a 12 años con TDAH combinado escolarizados. Resultados: Se diseño el cuestionario CLARP-TDAH profesores con 6 dominios y 37 Items con buena validez de apariencia y contenido, consistencia interna por alfa de Cronbach de 0.96 para el cuestionario completo, y para cada dominio valores por encima de 0.7. Conclusiones: El uso de la CIF para evaluar limitaciones y restricciones trasciende los signos y síntomas a otras alteraciones en los niños con TDAH. El cuestionario tiene una confiabilidad suficiente para su uso y aplicación clínica. Es necesario continuar procesos de validación y confiabilidad del cuestionario.

Objetive: To design, validate and determine the reliability of an instrument to evaluate activity limitations and participation restrictions involving children with ADHD at scholar level. Procedure: Content validity and appearance was determined by experts and internal consistency by Cronbach alpha. Sample of 37 teachers of scholarized children between the ages of 6 to 12 with ADHD combined. Results: The questionnaire CLARP-TDAH professor was designed with 6 dominions and 37 items with good appearance validity and content. Internal consistency by Cronbach alpha of 0.96 for the completed questionnaire and for each domain values above 0.7. Conclusions: The use of CIF to evaluate limitations and restrictions transcend the signs and symptoms to other alterations in children with ADHD. The questionnaire has enough reliability for its use and clinical application. However, it is necessary to continue with the processes of validation and reliability of the questionnaire.