Preliminary psychometric properties of the Brazilian Portuguese version of the emotional outburst questionnaire.

This study focuses on the cross-cultural adaptation of the Emotional Outburst Questionnaire (EOQ) to Brazilian Portuguese and preliminarily assesses its predictive validity. The EOQ evaluates aspects of emotional outbursts (EO), including frequency, duration, intensity, types, associated behaviours, recovery time, triggers, and effectiveness of calming strategies. Two independent translators performed the translation, with subsequent synthesis and analysis revealing that only 33 items (24.81%) required revision. Among these, one item needed partial modification, and two needed total modification. The study demonstrated strong content validity and adaptation in terms of conceptual, idiomatic, and semantic aspects. The EOQ's predictive validity was assessed by analysing the interruption of mental health services in Brazil due to Covid-19 (T1) compared to when services resumed after social distancing measures were lifted (T2). Parents of 25 individuals with developmental disabilities (ASD, DS and ID), with a mean of 11 y/o, mostly male (76%), completed the EOQ. Service interruption during T1 led to increased frequency and duration of severe emotional outbursts reported by caregivers compared to T2 (frequency: p < .001; duration: p = 0.05). This suggests that the EOQ exhibits predictive validity and sensitivity to changes influenced by individual contexts. These findings highlight the EOQ's potential as an outcome measure for intervention development.

Electronic media use during COVID-19 pandemic: effects on the behavioral/emotional functioning of Brazilian children / Uso de mídia eletrônica durante a pandemia de COVID-19: efeitos no funcionamento comportamental/emocional de crianças brasileiras / Uso de medios electrónicos durante la pandemia COVID-19: efectos sobre el funcionamiento conductual/emocional de niños brasileños

During COVID-19 pandemic an increase electronic media (e-media) usage time was reported correlated to behavioral problems. This study verified the associations between e-media and behavioral/emotional problems in children in the context of the pandemic. Sample: Parents of 277 children aged 7-11 years old. Instruments: socioeconomic questionnaire; MAF-P and CBCL/6-18. Spearman's correlation analyses showed positive associations between the MAF-P and CBCL/6-18 scales. Adult games were correlated with 12 scales; websites for information/entertainment were associated with 6 scales, gambling online with one scale; electronic games and watching YouTube videos were associated with all 17 scales. In conclusion, overall, the results indicate the need of supervising children's e-media access considering the number and frequency of use and the elevated number of emotional and behavioral problems found among the evaluated group

Durante a pandemia da COVID-19 verificou-se aumento no tempo de uso de mídias eletrônicas (e-media) relacionado a problemas comportamentais. Este trabalho avaliou associações entre tempo de uso de e-media e problemas comportamentais/emocionais em crianças no contexto da pandemia. Contou com uma amostra de 277 responsáveis por crianças de 7-11 anos. Os instrumentos utilizados foram questionário socioeconômico, MAF-P e CBCL/6-18. As análises de correlação de Spearman apontaram associações positivas entre as e-media na MAF-P e escalas do CBCL/6-18. Os jogos adultos correlacionaram-se a 12 escalas; sites para informação/diversão foram associados a seis; apostar na internet a um; e jogos eletrônicos e ver vídeos no YouTube associaram-se a 17 escalas. Conclui-se, de modo geral, que os resultados indicam a necessidade de supervisão para acesso a e-media por crianças, considerando o número, a frequência de uso e o elevado número de problemas emocionais e comportamentais verificados no grupo estudado

Durante la pandemia de COVID-19, hubo un aumento en el tiempo dedicado al uso de medios electrónicos (e-media) relacionados con problemas de comportamiento. Este trabajo evaluó las asociaciones entre el tiempo de uso de los medios electrónicos y los problemas conductuales/emocionales en niños en el contexto de la pandemia. Muestra: 277 tutores de niños de 7 a 11 años. Instrumentos: socioeconómico, MAF-P y CBCL/6-18. Los análisis de correlación de Spearman mostraron asociaciones positivas entre los medios electrónicos en las escalas MAF-P y CBCL/6-18. Juegos para adultos correlacionados con 12 escalas; sitios de información/diversión asociados a 6; apostar en internet a las 1; los juegos electrónicos y ver videos en YouTube se asociaron con 17 escalas. Se concluye, en general, que los resultados indican la necesidad de supervisión para el acceso a e-media por parte de los niños, considerando el número y la frecuencia de uso y el elevado número de problemas emocionales y conductuales verificados en el grupo estudiado

Parental attitudes and beliefs about sexuality of individuals with intellectual disability: Insights from a Brazilian sample of parents of individuals with Williams syndrome.

BACKGROUND: The affective expression of sexual behaviour in individuals with Williams syndrome can lead to risky behaviours, especially if parents do not have information on how to provide sex education or support from specialised professionals. METHOD: The Attitudes to Sexuality Questionnaire for Individuals with Intellectual Disabilities was used to identify parental beliefs, attitudes and concerns about the sexuality and sex education of individuals with intellectual disabilities. The sample comprised 35 parents of individuals with Williams syndrome (mean age 12.8 years (SD = 4.5), 57.1% male). RESULTS: Parents believe in the possibility of marriage and sexual relationships for individuals with intellectual disability when they are older and agree with sexual reproduction in adulthood. Parents consider that sex education, in addition to parental guidance, should be provided by professionals. CONCLUSIONS: This data highlights the need for parents to have clear guidelines on interventions in respect of the sexuality of individuals with intellectual disability.

Cross-Cultural Comparison of the Contexts Associated with Emotional Outbursts.

The causal relationship between emotional outbursts and emotion dysregulation is proposed to be heterogeneous, but cultural influences have not been considered despite established cultural differences in emotional processes (e.g., increased motivation to suppress emotions in interdependent cultures). Responses to the Brazilian Portuguese version of the Emotional Outburst Questionnaire were collected from 327 caregivers of young people (6-25 years) with autism spectrum disorder, Down's syndrome, or intellectual disability. Responses were compared to a previous sample of 268 responses from the English version of the questionnaire. The latent factor structure of the contextual items was measurement invariant across both versions. The Brazilian responses were classified into three distinct clusters (Sensory Sensitivity; Perceived Safety; Perceived Unsafety) which considerably overlapped with the English clusters.

Association between ADHD symptoms and inhibition-related brain activity using functional near-infrared spectroscopy (fNIRS).

Attention deficit hyperactivity disorder (ADHD) is associated with deficits in inhibitory functions including interference control, inhibition of prepotent/automatic responses and suppression of already initiated responses. This study used functional near-infrared spectroscopy (fNIRS) to investigate the neural basis of these three forms of inhibition assessed by a recently developed behavioral protocol combining the Stroop-matching/stop-signal task in twenty-five young adults with inattention, impulsivity and/or hyperactivity symptoms. The severity of ADHD symptoms was measured using the Adult ADHD Self-Report Scale (ASRS). The concentration of oxygenated hemoglobin (HbO) was assessed in the dorsolateral prefrontal cortex (DLPFC), inferior frontal gyrus (IFG) and temporoparietal regions (TP) during the Stroop-matching/stop-signal task. Correlations yielded significant associations between ASRS scores and HbO concentration in frontal regions during blocks with stop-signal tasks, namely the right IFG, the left DLPFC and the left IFG. This study revealed that different types of inhibition involve unique frontal and temporoparietal activities and linked frontal dysfunction during the suppression of ongoing responses to the severity of ADHD symptoms.

Escrita em alunos com dificuldades de aprendizagem: Efeito Mateus / Writing in students with learning difficulties: Matthew effect

O estudo investigou a linguagem escrita de crianças do 2º e 4º anos com e sem sinais de transtorno específico de aprendizagem. Objetivou comparar as escritas entre dois os grupos de alunos, de modo a verificar se a diferença entre eles seria menor nas séries iniciais e tenderia a aumentar nas séries finais, como previsto teoricamente com base no efeito Mateus. Participaram do estudo 51 professores e 1085 alunos, sendo 49 indicados com sinais compatíveis com o transtorno específico de aprendizagem. O instrumento utilizado para analisar a escrita dos alunos foi o Teste de Desempenho Escolar (TDE-II). A partir das análises realizadas, observou-se que o total de palavras certas no ditado do TDE-II foi maior no 4º ano do que no 2º ano para a amostra total, como esperado, e que a diferença entre os alunos com e sem queixas de dificuldades foi maior no 4º ano do que no 2º ano. Análise de post-hoc revelou que não houve diferença estatisticamente significativa entre os alunos com queixas do 2º ano e do 4º ano, ou seja, a diferença entre eles foi tão pequena que não se mostrou significativa. Tal resultado corrobora o efeito Mateus, sugerindo que crianças com dificuldades ao início da escolarização tendem a apresentar menores ganhos e se distanciar cada vez mais dos colegas com habilidades mais desenvolvidas. Logo, estratégias e intervenções precisam ser desenvolvidas para facilitar o desenvolvimento da linguagem escrita das crianças e promover avanços logo ao início da escolarização.

The study investigated writing of 2nd and 4th grade children with and without signs of the specific learning disorder, and aimed to compare the difference in writing between these two groups of students, to analyze whether the difference between them would be smaller in the early grades and would tend to increase in the final grades, as theoretically predicted by Matthew effect. 51 teachers and 1085 students participated in this study, among which 49 had signs compatible with the specific learning disorder. The instrument used to analyze the students writing was the School Performance Test (TDE-II). It was observed that, in general, the total number of correct words in the TDE-II dictation was greater in the 4th grade, compared to the 2nd grade, as expected, and the difference between students with and without complaints of difficulties was greater among the students in 4th grade than among 2nd grade students. Post-hoc tests showed that there was no statistically significant difference between 2nd grade students with complaints and 4th grade students of with complaints, that is, the difference between them was so small that it was not significant. This result corroborates the "Matthew effect": children with difficulties at the beginning of schooling tend to present lower gains and, increasingly, distance themselves from colleagues with more developed skills. Thus, strategies and interventions must be designed to facilitate children's literacy and promote advances at beginning of schooling.

Health Problems in Individuals With PWS Are Associated With Lower Quality of Life for Their Parents: A Snapshot in the Brazilian Population.

Prader-Willi syndrome (PWS) is a complex genetic disorder requiring interdisciplinary team monitoring and intensive care by parents. So far there is little information on people with PWS in Brazil. Our aim was to describe health problems and treatments used by people with PWS in Brazil and their relationship to their parents' quality of life. Parents answered questionnaires about their child's medical and exercise history, behavior problems, sociodemographic characteristics, and their own quality of life. Results: The responses of the participants showed similar health problems as in other countries. Anxiety and tantrums were the behavioral problems most commonly cited by parents. Parents of people with PWS had lower scores in respect of quality of life than the Brazilian population. Behavioral problems in individuals with PWS were negatively associated with their parents' quality of life. Behavioral and medical conditions in the children were associated with reduced quality of life in the parents. We conclude that heath care should not only be directed toward those with PWS, but also their parents.

Nationwide questionnaire data of 229 Williams-Beuren syndrome patients using WhatsApp tool.

BACKGROUND: Williams-Beuren syndrome is a multisystemic disorder caused by a microdeletion of the 7q11.23 region. Although familial cases with autosomal dominant inheritance have been reported, the vast majority are sporadic. OBJECTIVE: To investigate the main complaints and clinical findings of patients with Williams-Beuren syndrome. METHODS: A total of 757 parents of patients registered in the Brazilian Association of Williams-Beuren Syndrome (ABSW) received a questionnaire via WhatsApp from March to July 2017. RESULTS: In total, 229 parents answered the survey. Age of diagnosis ranged from 2 days to 34 years (median: 3 years). The main clinical findings reported by the parents were abdominal colic (83.3%), failure to thrive (71.5%), feeding difficulty in the first year (68.9%), otitis (56.6%), urinary tract infections (31.9%), precocious puberty (27.1%) and scoliosis (15.9%). Cardiac defects were present in 66% of patients, and the most frequent defect was supravalvular aortic stenosis (36%). Arterial hypertension was reported in 23%. Hypercalcemia was reported in 10.5% of patients, mainly during the first year of life. Hyperacusis and hypersociability were common complaints (both present in 89%). Other behavioral and neuropsychiatric symptoms reported by the parents included attention deficit (89%), anger crises (83%), excessive fear (66%), depression (64%), anxiety (67%) and hypersexuality (33%). The most common complaints were hypersensitivity to sounds, talkative personality, emotional dependence and learning difficulties. In 98.3%, the parents denied family history. CONCLUSIONS: Williams-Beuren syndrome requires close follow-up with different medical specialties due to their variable clinical comorbidities, including language and school learning difficulties, behavioral and psychiatric problems.

Nationwide questionnaire data of 229 Williams-Beuren syndrome patients using WhatsApp tool / Resultados de um questionário nacional de 229 pacientes com síndrome de Williams-Beuren obtidos por WhatsApp

ABSTRACT Background: Williams-Beuren syndrome is a multisystemic disorder caused by a microdeletion of the 7q11.23 region. Although familial cases with autosomal dominant inheritance have been reported, the vast majority are sporadic. Objective: To investigate the main complaints and clinical findings of patients with Williams-Beuren syndrome. Methods: A total of 757 parents of patients registered in the Brazilian Association of Williams-Beuren Syndrome (ABSW) received a questionnaire via WhatsApp from March to July 2017. Results: In total, 229 parents answered the survey. Age of diagnosis ranged from 2 days to 34 years (median: 3 years). The main clinical findings reported by the parents were abdominal colic (83.3%), failure to thrive (71.5%), feeding difficulty in the first year (68.9%), otitis (56.6%), urinary tract infections (31.9%), precocious puberty (27.1%) and scoliosis (15.9%). Cardiac defects were present in 66% of patients, and the most frequent defect was supravalvular aortic stenosis (36%). Arterial hypertension was reported in 23%. Hypercalcemia was reported in 10.5% of patients, mainly during the first year of life. Hyperacusis and hypersociability were common complaints (both present in 89%). Other behavioral and neuropsychiatric symptoms reported by the parents included attention deficit (89%), anger crises (83%), excessive fear (66%), depression (64%), anxiety (67%) and hypersexuality (33%). The most common complaints were hypersensitivity to sounds, talkative personality, emotional dependence and learning difficulties. In 98.3%, the parents denied family history. Conclusions: Williams-Beuren syndrome requires close follow-up with different medical specialties due to their variable clinical comorbidities, including language and school learning difficulties, behavioral and psychiatric problems.

RESUMO Antecedentes: A síndrome de Williams-Beauren é doença de acometimento multisistêmico causado pela microdeleção da região 7q11.23. Apesar de haver casos familiares com herança autossômica dominante, a grande maioria dos casos é esporádica. Objetivo: Investigar as principais queixas e achados clínicos da síndrome. Métodos: 757 pais de pacientes inscritos na Associação Brasileira de Síndrome de Williams-Beuren (ABSW) receberam um questionário pelo WhatsApp, entre março e julho de 2017. Resultados: 229 pais de pacientes responderam à pesquisa. A idade de diagnóstico variou de 2 dias até 34 anos (mediana: 3 anos). Os principais achados reportados pelos pais: cólicas abdominais (83,3%), deficiência ponderoestatural (71,5%), dificuldade de alimentação no primeiro ano (68,9%), otite (56,6%), infecções do trato urinário (31,9%), puberdade precoce (27,1%) e escoliose (15,9%). Cardiopatias estavam presentes em 66%, sendo que a mais frequente era a estenose pulmonar supravalvar (36%). Hipertensão arterial foi reportada em 23%. Hipercalcemia foi reportada em 10,5%, principalmente no primeiro ano de vida. Hiperacusia e hiperssociabilidade foram achados comuns (89%). Os principais achados comportamentais e psiquiátricos reportados pelos pais foram: déficit de atenção (89%), crises de raiva (83%), medo excessivo (66%), depressão (64%), ansiedade (67%) e hiperssexualidade (33%). As queixas principais referidas foram hipersensibilidade a sons, personalidade excessivamente amigável, dependência emocional e dificuldades escolares. Em 98,3% dos casos os pais negaram história familial. Conclusões: A síndrome de Williams-Beuren é requer um seguimento e manejo estritos, com diferentes especialidades médicas devido às comorbidades clínicas variadas, que incluem dificuldades de linguagem e aprendizagem escolar, além de dificuldades comportamentais e psiquiátricas.

Voluntary and Automatic Orienting of Attention in Children with Attention Deficit Hyperactivity Disorder

ABSTRACT Objective: Voluntary and automatic orienting of attention enable proper processing of environmental information. Few studies have assessed how this process varies during development in children with attention deficit hyperactivity disorder (ADHD). Methods: This study analyzed voluntary and automatic orienting in 30 children with ADHD and 30 age and sex matched controls (Control group-CG). Two experiments assessed voluntary and automatic orienting by recording reaction times (RT) to conditions in relation to temporal interval, spatial position, cue validity and age. The RT medians calculated for each condition and participant were analyzed using ANOVA to compare ADHD and CG. Results: Children with ADHD exhibited globally higher RT than the CG group. They also showed prejudices during the reorienting process and demonstrated adequate voluntary orienting for shorter intervals. In automatic task, there was no group interaction, expressing early facilitation, but not inhibition of return. Conclusion: These results identify correlations of ADHD and the children's age in relation to voluntary and automatic orienting of attention.

Parental Perception of Word Acquisition and Loss in Autism: A Comparative Study / Percepção Parental sobre Aquisição e Perda de Palavras no Autismo: Estudo Comparativo / Percepción de los Padres de la Adquisición y Pérdida de Palabras en el Autismo: Un Estudio Comparativo

Abstract Some children with Autism Spectrum Disorder (ASD) experience the loss of previously acquired abilities, especially that of using words, a phenomenon that is still poorly understood. This study aimed to investigate parents' perceptions of the age of word acquisition and word loss in individuals with ASD as compared to children with Down Syndrome (DS) and those with typical development (CG). Parents of 77 individuals with ASD, 33 with DS, and 63 from CG completed an inventory on the loss of words and developmental abilities. The median age of acquisition of the first words was 14 months for the ASD group, approximately 4 months after those in CG, and 23 months for the SD group. Word loss occurred only in the ASD group (36.4%). The median age of loss was 18 months. Parents' perception of word loss can contribute to the understanding of this phenomenon as a potential early ASD indicator.

Resumo Algumas crianças com Transtorno do Espectro Autista (TEA) apresentam perda de habilidades previamente adquiridas, especialmente a de utilização de palavras, fenômeno ainda pouco compreendido. O objetivo deste estudo foi investigar a percepção dos pais sobre a idade de aquisição e perda de palavras em indivíduos com TEA, comparados a crianças com Síndrome de Down (SD) e desenvolvimento típico (GC). Pais de 77 indivíduos com TEA, de 33 com SD e 63 do GC preencheram um inventário sobre perda de palavras e habilidades de desenvolvimento. A mediana da idade de aquisição das primeiras palavras foi 14 meses no TEA, em torno de quatro meses após o GC, e 23 meses no grupo SD. A perda de palavras ocorreu apenas no grupo TEA (36,4%). A mediana da idade da perda foi 18 meses. A percepção dos pais sobre a perda de palavras pode contribuir para o entendimento desse fenômeno como um potencial indicador precoce do TEA.

Resumen Algunos niños con trastorno del espectro autista (TEA) experimentan la pérdida de habilidades previamente adquiridas, especialmente palabras, un fenómeno que aún no se comprende bien. El objetivo de este estudio fue investigar la percepción de los padres sobre laedad de adquisición y la perdida de las primeras palabras em indivíduos con TEA, Síndrome de Down (SD) y grupo control típico (GC). Padres de 77 individuos con TEA, 33 com SD y 63 del GC respondieron un inventario de pérdida de vocabulario y habilidades de desarrollo. La mediana de edad de adquisición de las primeras palabras fue 14 meses em el TEA, alrededor de 4 meses más tarde que el GC, y 23 meses en el grupo SD. La pérdida de vocabulário fue observada solamente em el grupo TEA (36,4%). En este grupo la mediana de edad de ocurrencia de la pérdida fue 18 meses. La percepción de los padres de la pérdida de vocabulário puede contribuir a la comprensión de este fenómeno como un potencial indicador precoz del TEA.

Competências de leitura e vocabulário em libras em escolares surdos / Reading skills and vocabulary in Libras in deaf students

Considerando a importância do vocabulário em língua de sinais para a aquisição de linguagem escrita nos surdos, o presente estudo analisou habilidades de reconhecimento de palavras, compreensão de leitura e vocabulário receptivo em Libras de alunos surdos, bem como verificou a correlação entre elas. Participaram 15 alunos surdos, com idades entre 13 e 22 anos, cursando ensino fundamental II e médio de escolas regulares municipais e estaduais de Iguatu (Ceará). Os participantes foram avaliados com o Teste de Vocabulário por Imagem Peabody (TVIP) em versão adaptada, bem como o Teste de Competência de Leitura de Palavras (TCLPP) para avaliar reconhecimento de palavras e o Teste de Compreensão de Leitura de Sentenças (TCSE) para compreensão de leitura. A amostra apresentou desempenhos baixos tanto em vocabulário receptivo quanto nas competências de leitura, em relação a alunos ouvintes. Foi identificado padrão de leitura logográfico do grupo surdo, o que pode impactar na compreensão de leitura. Corroborando a literatura, os resultados evidenciaram que as competências avaliadas encontram-se associadas de forma positiva, com magnitudes de moderadas a altas. Dessa forma, o estudo evidenciou habilidades pouco desenvolvidas nessa amostra de estudantes surdos, porém revelou relação entre habilidades mais básicas de reconhecimento de palavras e de vocabulário com a habilidade complexa de compreensão de leitura.

Considering the importance of sign language vocabulary to written language acquisition in deaf people, the present study analyzed the level of word recognition skills, reading comprehension and receptive vocabulary in Brazilian Sign Language (also known as "Libras") of deaf students, and also verified correlations between them. Fifteen deaf students participated, between the ages of 13 and 22, enrolled in elementary and secondary schools of regular municipal and state schools in the city of Iguatu (Ceará). Participants were assessed on the adapted version of the Peabody Picture Vocabulary Test (PPVT), as well as the Word Reading Competency Test (WRCT) to evaluate the word recognition skills and the Comprehension Test of Reading Sentences (CTRS) for the reading comprehension evaluation. The sample presented low performances both in receptive vocabulary and in reading skills assessed in relation to hearing students. A logographic reading pattern of the deaf group was identified, which tends to hamper reading comprehension. Corroborating the literature of the area, the results showed that the competences evaluated are positively associated, with moderate to high magnitudes. Thus, the study evidenced poorly developed skills in this sample of deaf students but revealed a relationship between more basic word recognition skills and vocabulary skills with complex reading comprehension skills.

Construção e validação de instrumento para avaliar conhecimentos de universitários sobre transtorno específico da aprendizagem / Construction and validation of a questionnaire to assess pedagogy students' knowledge on specific learning disorder / Construcción y validación de instrumento para la evaluación de conocimientos de estudiantes de pedagogía sobre el trastorno específico del aprendizaje

O Transtorno Específico da Aprendizagem (TEAp) caracteriza-se por dificuldades persistentes para desenvolver habilidades acadêmicas de leitura, escrita e/ou matemática, sendo fundamental que professores conheçam suas características. O estudo teve como objetivos construir um questionário que avalia conhecimentos sobre TEAp e verificar suas propriedades psicométricas, mediante estudo piloto com estudantes de pedagogia ingressantes e concluintes. Participaram 178 estudantes, entre 18 e 54 anos, de três instituições de ensino superior particulares. Resultados revelaram índice adequado de consistência interna (Alfa de Cronbach = 0,738). Houve maior conhecimento sobre TEAp dos estudantes concluintes em relação aos ingressantes, porém com resultados baixos em alguns itens. Também houve diferença significativa entre as instituições. Não houve associação dos fatores idade, ano, renda e situação de trabalho, com o nível de conhecimento. Além de contribuir com a criação do questionário, os resultados sinalizam a necessidade de incluir disciplinas sobre TEAp na grade curricular dos cursos de pedagogia (AU).

Specific Learning Disorder (SLD) is characterized by persistent difficulties in developing reading, writing, and math. It's essential that teachers know their characteristics. The study aimed to develop a questionnaire to assess knowledge on SLD and to verify its psychometric properties. It was conducted a pilot study involving incoming and graduating students of pedagogy courses. Participated 178 students aged between 18 and 54, from 3 private higher education institutions. The results revealed adequate indexes of internal consistency (Cronbach's alpha = 0.738). Graduating students showed to have more knowledge than incoming students did, but with low results on some items. There was also a significant difference between institutions. There was no association of others factors, such as age, year, income, and work situation, with the students' level of knowledge. Besides contributing to the questionnaire's development, the results indicate the need to include courses on SLD in the curriculum of the pedagogy programs (AU).

El Trastorno Específico del Aprendizaje (TEAp) se caracteriza por dificultades persistentes para desarrollar lectura, escritura y matemática, siendo fundamental que profesores conozcan sus características. El estudio tuvo como objetivos elaborar un cuestionario que evalúa conocimientos sobre el TEAp y verificar sus propiedades psicométricas. Participaron del estudio piloto 178 estudiantes de pedagogía ingresantes y concluyentes, entre 18 y 54 años, de tres instituciones privadas de enseñanza universitaria. Los resultados revelaron índice adecuado de consistencia interna (Alfa de Cronbach = 0,738). Hubo mayor conocimiento sobre TEAp en los concluyentes en relación a los ingresantes, sin embargo, con resultados bajos en algunos ítems. También hubo diferencia significativa entre las instituciones. No hubo asociación de otros factores investigados con el nivel de conocimiento. Además de contribuir con la creación del cuestionario, los resultados señalizan la necesidad de que sea incluida asignaturas sobre el TEAp en los planes de estudios de licenciaturas en pedagogía (AU).

Preliminary evidence of the validity process of the Autism Diagnostic Observation Schedule (ADOS): translation, cross-cultural adaptation and semantic equivalence of the Brazilian Portuguese version.

OBJECTIVES: To translate and back-translate the Autism Diagnostic Observation Schedule (ADOS) into Brazilian Portuguese, to assess its cross-cultural semantic equivalence, and to verify indicators of quality of the final version by analyzing the inter-rater reliability of the ADOS scores. METHODS: This study had three stages: 1) translation and back-translation; 2) semantic equivalence analysis; and 3) pre-test to verify the agreement between mental health specialists and an ADOS senior examiner regarding the scoring procedure. Authorization to translate and carry out the cultural adaptation of the instrument was first obtained from the Western Psychological Services, publishers of the instrument. RESULTS: The main preliminary results pointed to good equivalence between the original English version and the final version and the Brazilian version following the cultural adaptation process. Some semantic differences were found between the original version and the back-translation into English, but they did not interfere with the first translation into Portuguese or into the final version. One of the limitations of the study was the small sample size; for that reason, the inter-rater reliability of the ADOS scores between the specialists and the senior examiner using the kappa coefficient was adequate for 7 out of 10 areas. CONCLUSIONS: We conclude that the creation of an official Brazilian version of ADOS will help to strengthen clinical and scientific research into ASD, and deter the use of other unauthorized versions of ADOS in the country.

Preliminary evidence of the validity process of the Autism Diagnostic Observation Schedule (ADOS): translation, cross-cultural adaptation and semantic equivalence of the Brazilian Portuguese version / Evidências preliminares do processo de validação da Autism Diagnostic Observation Schedule (ADOS): tradução, adaptação transcultural e equivalência semântica para a versão em português do Brasil

Abstract Objectives: To translate and back-translate the Autism Diagnostic Observation Schedule (ADOS) into Brazilian Portuguese, to assess its cross-cultural semantic equivalence, and to verify indicators of quality of the final version by analyzing the inter-rater reliability of the ADOS scores. Methods: This study had three stages: 1) translation and back-translation; 2) semantic equivalence analysis; and 3) pre-test to verify the agreement between mental health specialists and an ADOS senior examiner regarding the scoring procedure. Authorization to translate and carry out the cultural adaptation of the instrument was first obtained from the Western Psychological Services, publishers of the instrument. Results: The main preliminary results pointed to good equivalence between the original English version and the final version and the Brazilian version following the cultural adaptation process. Some semantic differences were found between the original version and the back-translation into English, but they did not interfere with the first translation into Portuguese or into the final version. One of the limitations of the study was the small sample size; for that reason, the inter-rater reliability of the ADOS scores between the specialists and the senior examiner using the kappa coefficient was adequate for 7 out of 10 areas. Conclusions: We conclude that the creation of an official Brazilian version of ADOS will help to strengthen clinical and scientific research into ASD, and deter the use of other unauthorized versions of ADOS in the country.

Resumo Objetivos: Traduzir e retrotraduzir a Autism Diagnostic Observation Schedule (ADOS) para a língua portuguesa do Brasil, verificar sua equivalência semântica transcultural e verificar indicadores de qualidade da versão final analisando a confiabilidade interavaliadores na pontuação da ADOS. Métodos: O estudo teve três etapas: 1) tradução e retrotradução; 2) análise de equivalência semântica; e 3) pré-teste para verificar a concordância entre especialistas em saúde mental e um examinador sênior em relação ao procedimento de pontuação. A realização do estudo foi feita com a autorização da Western Psychological Services, distribuidor oficial do instrumento. Resultados: Os principais resultados preliminares indicaram uma boa equivalência entre a versão original em inglês e a versão brasileira após o processo de adaptação cultural. Algumas diferenças semânticas foram encontradas entre a versão original e a retrotradução, mas que não interferiram na primeira tradução para o português nem na versão final. Uma das limitações do estudo foi o tamanho amostral pequeno; em razão disso, a confiabilidade interavaliadores entre as pontuações da ADOS dadas pelos especialistas e pelo examinador sênior utilizando o coeficiente kappa foi adequada para 7 das 10 áreas. Conclusão: Conclui-se que, com a versão brasileira da ADOS, oficializa-se uma versão única da escala em português, fortalecendo os campos clínicos e científicos de pesquisa em TEA e impedindo que no país sejam utilizadas outras versões não autorizadas da ADOS.

Translation and cross-cultural adaptation of the Motor Behavior Checklist (MBC) into Brazilian Portuguese.

INTRODUCTION: There are only a few instruments available to assess behavioral problems in school-age children based on reports of physical education teachers. The Motor Behavior Checklist (MBC) was designed to be completed by this professional in free play-situations or during physical education classes to rate students' motor-related behavior using 5-point Likert scales. The MBC comprises 59 items distributed into two broadband factors (externalizing and internalizing) and seven behavior problem scales: rule breaking, hyperactivity/impulsivity, lack of attention, low energy, stereotyped behaviors, lack of social interaction, and lack of self-regulation. The objective of this study was to describe the translation and cross-cultural adaptation processes of the MBC into Brazilian Portuguese. METHOD: The following procedures were conducted: forward translation of the original instrument, production of a synthesized version, back-translation, literal and semantic comparison, back-translator's evaluation of divergent items, synthesized version with back-translator's suggestions, clarity assessment of the synthesized version by professionals (physical education teachers), focus group to assess clarity indicators of the instrument, evaluation of adjustments by the author of the instrument, and production of the final version. RESULTS: The results indicated a satisfactory level of agreement between the original and the back-translated versions, with 68% of exact equivalence between the translated items and 16% of terms requiring minor adjustments. In the draft version, 84% of the items were evaluated as clear by physical education teachers. CONCLUSION: The translated version has compatible content with the original version. Future studies should be conducted to assess the psychometric properties of the Brazilian Portuguese version of the MBC.

Translation and cross-cultural adaptation of the Motor Behavior Checklist (MBC) into Brazilian Portuguese / Tradução e adaptação transcultural para o português do Brasil do Motor Behavior Checklist (MBC)

Abstract Introduction There are only a few instruments available to assess behavioral problems in school-age children based on reports of physical education teachers. The Motor Behavior Checklist (MBC) was designed to be completed by this professional in free play-situations or during physical education classes to rate students' motor-related behavior using 5-point Likert scales. The MBC comprises 59 items distributed into two broadband factors (externalizing and internalizing) and seven behavior problem scales: rule breaking, hyperactivity/impulsivity, lack of attention, low energy, stereotyped behaviors, lack of social interaction, and lack of self-regulation. The objective of this study was to describe the translation and cross-cultural adaptation processes of the MBC into Brazilian Portuguese. Method The following procedures were conducted: forward translation of the original instrument, production of a synthesized version, back-translation, literal and semantic comparison, back-translator's evaluation of divergent items, synthesized version with back-translator's suggestions, clarity assessment of the synthesized version by professionals (physical education teachers), focus group to assess clarity indicators of the instrument, evaluation of adjustments by the author of the instrument, and production of the final version. Results The results indicated a satisfactory level of agreement between the original and the back-translated versions, with 68% of exact equivalence between the translated items and 16% of terms requiring minor adjustments. In the draft version, 84% of the items were evaluated as clear by physical education teachers. Conclusion The translated version has compatible content with the original version. Future studies should be conducted to assess the psychometric properties of the Brazilian Portuguese version of the MBC.

Resumo Introdução Existem poucos instrumentos disponíveis para avaliar problemas de comportamento em crianças em idade escolar com base no relato de professores de educação física. O Motor Behavior Checklist (MBC) foi criado para ser usado por este profissional observando a criança em uma situação de brincadeira livre ou nas aulas de educação física utilizando escalas Likert de 5 pontos. O MBC compreende 59 itens distribuídos em duas categorias (externalizantes e internalizantes) e sete escalas de problemas de comportamento: quebra de regras, hiperatividade/impulsividade, falta de atenção, baixa energia, comportamentos estereotipados, falta de interação social e falta de autorregulação. O objetivo deste estudo foi descrever o processo de tradução e adaptação transcultural do MBC para o português do Brasil. Método Os procedimentos foram: tradução do instrumento original, produção de uma versão sintetizada, retrotradução, comparação literal e semântica, parecer do retrotradutor sobre itens divergentes, versão síntese com as sugestões do retrotradutor, avaliação da clareza da versão síntese por profissionais (professores de educação física), grupo focal para avaliar indicadores de clareza do instrumento, avaliação dos ajustes pelo autor do instrumento e produção da versão final. Resultados Os resultados indicaram um nível satisfatório de concordância entre as versões originais e retrotraduzidas, com 68% de itens iguais e 16% de itens com poucas alterações. A versão síntese teve 84% dos itens avaliados como claros por professores de educação física. Conclusão A versão traduzida possui conteúdo compatível com a versão original. Estudos futuros deverão ser conduzidos para a verificação das propriedades psicométricas da versão em português brasileiro do MBC.

Desempenho no teste de raven: diferenças entre crianças-adolescentes com transtorno do espectro autista e com dificuldades de leitura / Performance in raven's test: differences between children-adolescents with autism spectrum disorder and reading disabilities / Rendimiento en la prueba de raven: diferencias entre niños y adolescentes con trastorno del espectro autista y con dificultades de lectura

Esse estudo comparou o desempenho de crianças e adolescentes com Transtorno do Espectro Autista (TEA) e com Dificuldades de Leitura (DL) no Teste de Matrizes Progressivas Coloridas de Raven (MPCR). Participaram 70 crianças e adolescentes, entre sete e 14 anos, com TEA (n = 16), com DL (n = 19) e com desenvolvimento típico (DT, n = 35). Controlando o efeito da idade, houve desempenho superior do grupo TEA na Parte A do MPCR. O grupo DL apresentou desempenho inferior aos demais grupos na Parte A e no escore total do teste se comparado ao grupo DT. O desempenho do grupo TEA foi discutido a partir da Teoria da Fraca Coerência Central, enquanto o desempenho do grupo DL, a partir da hipótese dos múltiplos déficits na dislexia e considerando o impacto do menor acesso a materiais escritos nas habilidades visuoespaciais. Estudos dessa natureza podem auxiliar na caracterização cognitiva de crianças/adolescentes com TEA e com DL. (AU)

This study compared the performance of children and adolescents with Autism Spectrum Disorder (ASD) and Reading Disabilites (RD) in the Raven's Colored Progressive Matrix Test (RCPM). A total of 70 children and adolescents aged 7 to 14 years, with ASD (n=16), with RD (n=19) and with typical development (TD, n=35) participated. Controlling the effect of age, the results indicated superior performance of the ASD group. The DL group presented inferior performance than the other groups in Part A and in the total test score when compared to the DT group. The performance of the TEA group was discussed from the Theory of Weak Central Coherence, while the performance of the DL group, based on the hypothesis of multiple deficits in dyslexia and considering the impact of less access to written materials in visuospatial skills. Studies of this nature may help in the cognitive characterization of children / adolescents with ASD and DL. (AU)

Este estudio comparó el desempeño de niños y adolescentes con Trastorno del Espectro Autista (TEA) y con Dificultades de Lectura (DL) en la prueba de Matrices Progresivas Coloreadas de Raven (MPCR). Participaron 70 niños y adolescentes, entre siete y 14 años, con TEA (n =16), con DL (n=19) y con desarrollo típico (DT, n=35). Controlando el efecto de la edad, los resultados indicaron desempeño superior del grupo TEA. El grupo DL presentó desempeño inferior a los demás grupos en la Parte A y en la puntuación total de la prueba en comparación con el grupo con DT. El desempeño del grupo TEA fue discutido a partir de la Teoría de la Coherencia Central Débil, mientras que el desempeño del grupo DL, a partir de la hipótesis de los múltiples déficits en la dislexia y considerando el impacto del menor acceso a materiales escritos en las habilidades visuoespaciales. Los estudios de esta naturaleza pueden ayudar en la caracterización cognitiva de niños / adolescentes con TEA y con DL. (AU)

Phonological awareness training and reading gains in a child with Williams Syndrome: a case report

ABSTRACT Williams syndrome is a neurodevelopmental disorder with different manifestations caused by a heterozygous segmental deletion of 1.55-1.83Mb at chromosomal band 7q11.23. The Williams syndrome phenotype is characterized by intellectual deficiency and expressive learning deficits, with impairments in phonological awareness skills. The aim of the study was to verify the effects of an intervention in phonological awareness and grammar teaching, for the acquisition of reading skills and literacy indicators in a child with Williams Syndrome. A case of a 6-year old girl, enrolled in the first year of Elementary School, was reported. The Phonological Awareness Test by Oral Production, the Words and Pseudo-words Reading Competence Test, the Provinha Brasil (reading test), and a Phonological Awareness Literacy Software, were used for phonological awareness and grammar teaching intervention. The study was developed in four phases: pre-intervention assessment, intervention, post-intervention assessment and follow-up, after six months. The results showed progress in phonological awareness skills, mainly in tasks of rhyme, alliteration and syllabic synthesis, as well as reading indicators that were compatible with the school year, following the intervention.

Psychologists training on autism: a cross-sectional study with undergraduate students / Formação do psicólogo sobre autismo: estudo transversal com estudantes de graduação / Formación del psicólogo en autismo: estudio transversal con estudiantes de licenciatura

OBJECTIVES: describing the level of knowledge about Autism Spectrum Disorder (ASD) among Psychology students, comparing the same knowledge among freshmen students and seniors; verifying if students that have gone through undergraduate research (UR) activities had greater knowledge about this. 295 students from two São Paulo's private universities that answered a self-administered structured survey form containing 16 questions about epidemiology, symptomatology, interventions and services for ASD. This study showed an insufficient level about this kind of knowledge - TEA (< 50%), but revealed progress during its course, in a general inquiry among the investigated areas. Students who did UR on mental health performed better than others. CONCLUSIONS: the students revealed signs of improvement in their knowledge during the course, but insufficiently, pointing a need for review/reformulation in the Psychology curricula. It is still necessary that further work to assess the quality of formation of these future professionals.

OBJETIVOS: descrever o nível de conhecimento sobre Transtorno do Espectro Autista-TEA entre estudantes de Psicologia; comparar o nível de conhecimento entre alunos do primeiro e último ano; verificar se alunos que haviam realizado atividades de iniciação científica (IC) possuíam maior conhecimento sobre TEA. Participaram do estudo 295 alunos de duas universidades particulares da cidade de São Paulo que responderam de forma autoaplicável a um questionário estruturado com 16 perguntas sobre epidemiologia, sintomatologia, intervenções e serviços para TEA. O estudo indicou nível insatisfatório no conhecimento sobre TEA (<50%), mas revelou progresso no decorrer do curso, tanto no cômputo geral quanto nas áreas investigadas. Estudantes que realizaram IC em saúde mental apresentaram melhor desempenho. CONCLUSÕES: estudantes apresentaram evolução em seus conhecimentos no decorrer do curso, mas de forma insuficiente, indicando necessidade de revisão/reformulação dos currículos de Psicologia. Ainda é necessário que futuros trabalhos avaliem a qualidade de formação desses futuros profissionais.

OBJETIVOS: describir el nivel de conocimientos sobre Trastorno del Espectro del Autismo (TEA) entre estudiantes de Psicologia; comparar el nivel de conocimientos entre alumnos del primer y último ano; verificar si los alumnos que realizaron actividades de (IC) tenian mayor conocimiento sobre TEA. 295 alumnos de graduación de dos universidades privadas de la ciudad São Paulo respondieron a un cuestionario estructurado con 16 preguntas sobre epidemiologia, sintomatologia, intervenciones y servicios para TEA. El estudio indicó nivel insatisfactorio de conocimiento sobre TEA (< 50%), pero reveló progreso en el transcurso del curso, tanto para los cálculos generales como en las cuatro áreas investigadas. Estudiantes que realizaron IC en salud mental mostraron mejor desempeno. CONCLUSIONES: estudiantes presentaron evolución en sus conocimientos a lo largo del curso, pero de forma insuficiente, indicando necesidad de revisión/reformulación de los currículos de Psicologia. Continua siendo necesario que futuros trabajos evaluen la calidad de formación de esos futuros profesionales.