No abstract

ResumenEl impacto de los trastornos del desarrollo, puede ser mitigado con un diagnóstico temprano. El cuestionario Five to Fifteen (FTF) podría ser una adecuada herramienta de diagnóstico precoz para estos trastornos. Son descritas las propiedades psicométricas, y la caracterización de 322 niños chilenos de desarrollo típico, entre 5 y 15 años de edad. La consistencia interna y la estabilidad temporal fluctuaron entre. 83 y .93 y entre .44 y .86, respectivamente. Del AFE emergieron 4 dimensiones que explicaron el 65.4% de la varianza (KMO=.93; χ 2 = 3.113,77; gl = 231; p< .01), predominando un factor de desarrollo general. Fueron encontradas diferencias por género y edad. El desempeño de los niños chilenos y suecos fue similar a los 5 años. Pero desde los 6 años en adelante fueron observadas diferencias en casi la totalidad de los dominios. Nosotros concluimos que el FTF es válido y confiable midiendo el desarrollo infantil. Palabras clave: Cuestionario Five to Fifteen (FTF) -desarrollo infantil. AbstractThe impact of developmental disorders can be mitigated if early diagnoses are implemented. The Five to Fifteen questionnaire (FTF) could be a suitable tool for early diagnosis of these disorders. We describe the psychometric properties and the characterization of 322 Chilean children of typical development, between 5 and 15 years of age. Levels of consistency and temporal stabilitywere fluctuating between .83 and .93, and between .44 and .86, respectively. From an Exploratory Factorial Analysis emerge 4 dimensions that account for 65.4% of variance (KMO = .93; χ 2 = 3,113.77; gl = 231; p<.01), where a general development dimension is predominating. Differences were found by gender and age. Performance of Chilean and Sweden children indicates similarities at 5 years of age. However from 6 years of age onwards differences were found in almost all domains. We conclude that FTF is avalid and reliable instrument measuring children's development.

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The purpose of the study was to analyze the relative efficacies of two treatments for children with learning difficulties. The first treatment consisted of multiple training components targeting specific cognitive and behavioral factors; the second treatment provided emotional support and supervision of school tasks. The participants were 94 Chilean schoolchildren (6 to 11 years of age). The efficacies were compared on (a) neurocognitive tests, (b) school achievement tests, and (c) behavior in school and at home. The results indicated that both groups improved on most of the outcome measures. The first group showed best results in parents' rating of home behavior, and the second group in reading. The findings also emphasized the importance of emotional support and the inclusion of a parents' group in treatment for children with learning difficulties.

The results of a 2-year treatment study of children with learning problems are reported. During the first treatment year, half of the children participated in a multifaceted neurocognitive treatment and the other half in a treatment that provided supervision of school tasks and peer group support. During the second treatment year, all children participated in the neurocognitive treatment. The participants were 74 Chilean children 6 to 11 years old. The issues under investigation were the effect of treatment duration, and the relationship between pretreatment neurocognitive and behavioral characteristics and academic treatment outcome. The results indicated that significant gains occurred during both the first and the second treatment year. No major differences were found between the treatment groups. Pretreatment negative behavioral traits were associated with lesser academic growth in the group participating in the homework supervision treatment but not in the neurocognitive treatment group.