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The self-determination of people with disabilities, and specifically people with intellectual disabilities (ID), is a growing issue due to its relevance in the field of inclusion and human rights. Although research has shown a significant relationship between self-determination and intelligence, other factors also contribute to its development. The purpose of this study was to understand what other variables may be influencing self-determination. Using the scores from 483 adolescents and adults with ID who completed the AUTODDIS scale, we performed inferential and regression analyses to determine the relationships between levels of self-determination, personal variables (sex, age, severity of ID), and contextual variables (living environment, specialized supports). We found that self-determination is affected by the severity of ID, and when this variable is controlled for, greater self-determination is mainly related to receiving occupational support and support for autonomy and independent living. Results also showed that, together with ID severity, occupational and psychoeducational support, as well as support for autonomy and independent living, were also predictors of the level of self-determination. In conclusion, this study confirms the importance of contextual variables in the development of self-determination in people with ID, placing the focus of intervention on social opportunities.

Justifica-se a escolha do tema pelo fato de surgir alguns questionamentos como: “Como proceder se for inserido em minha sala um aluno surdo, como poderei ensinar os conteúdos e me comunicar com ele?”. “Os professores em atuação sentem-se preparados para trabalhar com esses alunos?”. “Uma disciplina na graduação prepara os professores para atuar com esses alunos?”. Assim, este trabalho tem como objetivo analisar a importância da Libras na formação inicial de professores , especificamente, visa contextualizar historicamente a inserção da Libras na legislação brasileira, Identificar o ensino de Libras no currículo do cursos de Licenciatura.

Collective Intelligence (CI) is identified as the group capacity to come up with responses to complex tasks that are not accomplished or are of worse quality if performed cooperatively or individually. Based on this premise, we considered knowing if adolescents’ moral reasoning would increase when a big group faces a topical moral dilemma: a sexting-centered cyberbullying case. To do so, the CI platform Thinkhub was used with an online group of 793 simultaneously connected year-1 Higher Secondary Education students. This platform contemplates an initial individual work phase, and another dynamic work group phase in which responses gradually appear. The system finally presents the most valued responses to the participants. The obtained results revealed a significant rise in the individual moral development levels that emerged during the interaction process when the participants engaged in one of the three posed questions, for which the response rate was also higher. The promising potential of the CI generated during online interaction processes followed to solve complex tasks, their weak points and future research in this field, are discussed.

Although sexuality, reproductive health, and starting a family are human rights that should be guaranteed for all citizens, they are still taboo issues for people with intellectual disability (ID), and even more so for women with ID. This paper systematically reviews the current qualitative and quantitative evidence on the rights of people with ID in regard to Articles 23 (right to home and family) and 25 (health, specifically sexual and reproductive health) of the Convention on the Rights of Persons with Disabilities (CRPD). A systematic review of the current literature, following PRISMA 2020, was carried out in ERIC, PsychInfo, Scopus, PubMed, ProQuest, and Web of Science. In all, 151 articles were included for review. The studies were categorized into six themes: attitudes, intimate relationships, sexual and reproductive health, sexuality and sex education, pregnancy, and parenthood. There are still many barriers that prevent people with ID from fully exercising their right to sexuality, reproductive health, and parenthood, most notably communicative and attitudinal barriers. These findings underline the need to continue advancing the rights of people with ID, relying on Schalock and Verdurgo’s eight-dimensional quality of life model as the ideal conceptual framework for translating such abstract concepts into practice and policy.

Background: Appropriate supports and instructional practices contribute to the development of self-determination. Also, research shows that the promotion of skills related to self-determination has been linked to the achievement of desired outcomes over the different life stages. Advances in self-determination require the development of assessment instruments because there is a reciprocal relationship between assessment and instruction. The purpose of this paper is to provide a description of the AUTODDIS Scale, along with evidence of its reliability and external validity. Method: A sample of 541 people with intellectual disabilities aged from 11 to 40 was used to validate the scale. Results: The reliability results indicate that the AUTODDIS Scale shows high internal consistency. The total score and subscale scores indicate moderate inter-rater reliability. The scores were also moderately to highly associated with other related measures of self-determination and quality of life (QoL). Conclusion: Our results demonstrate that consistent and valid information can be obtained from the AUTODDIS Scale.

This study analyses the relation between student misbehaviour and teacher coercion from a teacher perspective by taking further contextual variables into account. Our participants were 480 male/female secondary education and 351 primary education teachers from the Spanish Autonomous Community of Arag&oacute, n (Spain). This study forms part of the 2017 Coexistence Study in Arag&oacute, n Education Centres. According to the theoretical framework and the SEM (structural equation modeling), the results revealed a close relationship between student misbehaviour and teacher coercion, although other contextual variables also appeared in the regression equation: in coexistence rules and in teacher competence. We ultimately found a certain degree of difference between the primary and secondary education levels. On the secondary school level, teacher conflicts were associated with student misbehaviour, while coexistence rules and participative and inclusive activities predicted teacher coercion. Conversely, on the primary school level, participative and inclusive activities predict a lower frequency of student misbehaviour, while teacher competence predicts a lower frequency of teacher coercion.

The Convention on the Rights of Persons with Disabilities have proclaimed the basic right of people to make one&rsquo, s own choices, have an effective participation and inclusion. Research in the field of disability have stressed self-determination as a key construct because of its impact on their quality of life and the achievement of desired educational and adulthood related outcomes. Self-determination development must be promoted through specific strategies and especially, by providing tailored opportunities to practice those skills. Providing these opportunities across environments could be especially relevant as a facilitator of self-determination development. This manuscript aims to ascertain if opportunities at home and in the community to engage in self-determined actions are mediating the relationship between people intellectual disability level and their self-determination. Results have confirmed direct effects of intellectual disability level on self-determination scores. Indirect effects also predicted self-determination and almost all its related components (self-initiation, self-direction, self-regulation, self-realization, and empowerment) through opportunities in the community and at home. Autonomy was predicted by the intellectual disability level through an indirect effect of opportunities at home, but not in the community. These results highlight the need for further research to better operationalize and promote contextually rooted opportunities for people with intellectual disability to become more self-determined.

Background: Most theoretical models of self-determination suggest that both environmental and personal factors influence the development of self-determination. The design and implementation of inte...

En veinte centros escolares de educación primaria y secundaria de la ciudad se ha conveniado la atención al alumnado expulsado de los centros escolares por medida sancionadora con el Centro de Día de Aldeas Infantiles SOS, que de forma planificada y coordinada con el centro escolar realiza una labor preventiva de nuevas expulsiones, promoviendo cambios de actitud y de conducta en los menores mediante el programa Espacio de Cambio. El alumnado con partes disciplinarios sancionadores que es expulsado del centro escolar en la ciudad de Zaragoza cumple con la medida en, casa realizando las tareas curriculares designadas, aunque habitualmente no tiene apoyo para realizar un trabajo de reflexión y crecimiento personal ni para preparar una vuelta al centro reconducida.Este trabajo estudia los motivos de dichas expulsiones, definiendo el concepto de conflicto y haciendo una revisión de los estudios sobre los conflictos en los centros escolares. Se realiza también una revisión del perfil de este alumnado para entender qué medidas se toman desde la legislación educativa, y en concreto, qué funciones del departamento de orientación se relacionan con los conflictos escolares. Posteriormente se analiza en el caso del programa Espacio de Cambio las problemáticas de derivación en alumnado de primaria y secundaria del curso 2018-2019 utilizando para ello los expedientes y teniendo en cuenta la información de la reuniones de coordinación y entrevistas. Finalmente se proponen medidas para mejorar la coordinación entre los centros escolares y Aldeas Infantiles SOS que redunde en la mejora de los procesos educativos.

Resumen: La autodeterminación es uno de los constructos de mayor importancia para fomentar el bienestar y la autonomía de las personas con discapacidad intelectual, a quienes tradicionalmente se les ha negado la oportunidad de ser agentes causales de sus propias vidas. A pesar de la importancia de este tema, existe aún una gran escasez de herramientas que permitan evaluar la autodeterminación y que ofrezcan información útil para elaborar planes de intervención específicos. El objetivo de este trabajo consiste en elaborar una escala objetiva de evaluación de la autodeterminación para jóvenes y adultos con discapacidad intelectual. Realizar un estudio Delphi con todos los agentes implicados (profesionales, familiares y personas con discapacidad) permitió crear un amplio pool de ítems que se aplicó a 165 participantes. Los datos ponen de manifiesto que la escala resultante cuenta con evidencias empíricas de validez y fiabilidad que garantizan la importancia de continuar investigando en esta línea. Abstract: Self-determination is one of the most important constructs for the welfare and autonomy of people with intellectual disabilities, who have traditionally had a lack of opportunities to be causal agents of their own lives. Despite the importance of this construct, there is not enough tools available to evaluate self-determination and offer useful information to prepare specific intervention plans. The aim of this work is to develop an objective assessment scale of self-determination for young people and adults with intellectual disabilities. Conducting a Delphi study with all the agents involved (professionals, family members and people with disabilities) allowed us to create a wide pool of items that were then applied to 165 participants. Data show that this scale has empirical evidences of validity and reliability that guarantees the importance of continuing this line of research.

Los avances en la conceptualización de la discapacidad intelectual y el auge de movimientos de autodefensa y empoderamiento han influido, indudablemente, en la comprensión e importancia de constructos como la autodeterminación. En este trabajo el objetivo central es aportar una actualización sobre la forma de entender el constructo y la importancia del desarrollo de la autodeterminación en los diferentes contextos de vida de las personas y, en concreto, de las personas con discapacidad intelectual. Igualmente, se complementa dicha actualización del estado de la cuestión mostrando los resultados obtenidos en un estudio en el que se exploraban las percepciones de las propias personas con discapacidad, sus familiares y los profesionales que trabajan con ellas sobre la importancia que otorgan a la autodeterminación. Todo ello permite poner de relieve las necesidades y retos que los profesionales y familiares se encuentran para transformar esa importancia atribuida a la autodeterminación en la creación de oportunidades para su promoción. Se discute sobre la necesidad de seguir ahondando para conocer y dar respuestas a dichos retos. Advances in the conceptualization of intellectual disability and the emergence of self-advocacy movements have undoubtedly influenced constructs such as self-determination. In this study, an update on the way of understanding the construct is presented, as well as its importance on the development of self-determination across contexts of people with intellectual and developmental disabilities. This state of the issue is as well exemplified with the preliminary results of a study aiming to explore perceptions of self-determination importance for people with disabilities themselves, their families and the professionals who work with them. Even if professionals and families attribute high importance to self-determination, they still face needs and challenges in creating opportunities to foster self-determination in their contexts. The need to deeply explore and answer to these challenges is also discussed.

La autodeterminación es un factor relevante en la educación y en la vida de las personas con discapacidad, quienes reclaman su derecho a poder ser agente causal en su propia vida. La investigación pone de manifiesto que los factores personales y ambientales juegan un rol fundamental en el desarrollo y la expresión de la autodeterminación. El objetivo de este trabajo es analizar el rol de las variables personales y familiares en la autodeterminación de los jóvenes con discapacidad intelectual. Se obtuvo información sobre la autodeterminación y características personales y familiares de 71 estudiantes de entre 11 y 17 años con discapacidad intelectual. Los resultados ponen de manifiesto que las variables familiares desempeñan un papel importante a tener en cuenta para el desarrollo y la promoción de la autodeterminación durante la etapa educativa. Self-determination is a relevant issue in the education and the live of people with disabilities, who claim their right to be a causal agent in their own lifes. Research has established that both environmental and personal factors play a significant role in the development and expression of self-determination. The aim of this study is to examine the degree to which several personal and family factors affect and influence the self-determination level of students with an intellectual disability. A total of 71 students with an intellectual disability (11-17 years old) participated in the study, and information about self-determination and family and personal factors was obtained. The results show that family variables play an important role in participants? self-determination in order to facilitate and promote selfdetermination over the educational period. Esta investigación se ha desarrollado dentro de los proyectos financiados por el Ministerio de Economía y Competitividad con la referencia PSI2015-65193-P (MINECO/FEDER) y PSI2016-75826-P (AEI/FEDER, UE).

RESUMEN: El artículo presentado está orientado al desarrollo de una escala de evaluación de necesidades apoyos para niños y adolescentes (5-16 años) con discapacidad intelectual. Esta herramienta es coherente con la concepción más reciente de discapacidad intelectual y se desarrolla en castellano a partir de una propuesta internacional iniciada desde la Asociación Americana de Discapacidades Intelectuales y del Desarrollo (AAIDD). El foco principal de este estudio es analizar las características psicométricas de la escala en el contexto español. El instrumento ha sido aplicado a una muestra piloto de 143 niños y adolescentes con discapacidad intelectual y analizado bajo los supuestos de la Teoría de Respuesta a los Ítems (TRI); concretamente, se han asumido los supuestos del Modelo de Escalas de Clasificación. Los resultados alcanzados muestran evidencias iniciales de la fiabilidad y validez de la escala, así como el adecuado ajuste de los datos al modelo propuesto. ABSTRACT: The paper presented is focused on the development of a scale for assessing support needs for children and adolescents with intellectual disabilities. This tool adheres to the most recent conception of intellectual disability and it is being developed in Spanish following the international proposal initiated by the American Association of Intellectual and Developmental Disabilities (AAIDD). The main focus of the research is to analyze, the psychometric characteristics of the scale within the Spanish context. The tool has been used so far with a pilot sample of 143 people (both children and adolescents) with intellectual disabilities and it has also been according to the framework of Item Response Theory (IRT), specifically the assumptions of the Rating Scale Model (RSM) have been taken into account. The results achieved so far show preliminary evidence of the reliability and validity of the scale, as well as the adequate adjustment of the data to the proposed model. Este artículo se ha escrito en el marco del proyecto de investigación I+D PSI2012-36278 financiado por el Ministerio de Economía y Competitividad.

Within Spanish context, initiatives to promote self-determination in educational settings still lacking despite of the availability of instruments designed to enable the instruction of self-determination skills, such as the Self-Determined Learning Model of Instruction. This evidence-based practice enables teachers to instruct students to develop self-determination actions and skills. This study aims to present the Spanish translated and adapted version of the afore mentioned program/tool, in an effort to improve the focus of self-determination instruction in the Spanish educational context by providing practitioners with a model of instruction intended to teach skills associated with the promotion and enhancement of self-determined action., La promoción de la autodeterminación en contexto escolar sigue siendo una tarea pendiente en el contexto español, junto a la existencia de diferentes instrumentos centrados en la enseñanza de habilidades relacionadas con la conducta autodeterminada. Algunos, como el Self-Determined Learning Model of Instruction o Modelo de Enseñanza/Aprendizaje de la Autodeterminación han demostrado su eficacia en el fomento de dichas habilidades en contexto estadounidense. El presente estudio pretende dar a conocer la versión adaptada de dicho modelo de intervención, su modo de implementación, así como las evidencias empíricas que avalan su eficacia, a fin de ofrecer un instrumento de intervención que los profesionales educativos puedan usar en contexto escolar.

Aproximar el aprendizaje basado en competencias al alumnado lleva a que la experiencia docente deba nutrirse de propuestas innovadoras que faciliten dicha tarea. Las Píldoras Formativas Competenciales (PILFORCOMS) son vídeos de corta duración en los que el locutor demuestra de manera breve una competencia relacionada con un contenido teórico, y pueden acercar al alumnado a un papel activo en la construcción de su propio aprendizaje y profesionalización. Objetivos: analizar la viabilidad del uso de este novedoso recurso formativo con estudiantes de Magisterio. Método: con el desarrollo de un proyecto de innovación docente basado en la creación por parte de los alumnos de las PILFORCOMS como actividad práctica evaluable de la asignatura, se recogieron con escalas tipo likert antes y después de la realización del proyecto las percepciones de los estudiantes en relación a la propuesta. Resultados: mostraron que la experiencia ha sido positiva y el planteamiento motivador y útil para promover buenas expectativas de resultado y un aprendizaje eficaz. Conclusiones: la inclusión de una herramienta formativa novedosa como esta permite que, con la tutorización del profesor, el alumnado pueda construir su propio proceso de aprendizaje facilitando una formación en competencias ajustada a los resultados de aprendizaje previstos.The approaching of the competence-based learning to undergraduate students leads teaching experience to take into account innovative proposals to facilitate the task. The Formative Pills in Competences are short videos where the students show a competence related with a theoretical content adopting an active role to build their own learning and professionalization. Objectives: we aimed to analyze the viability of using this new educational resource in the early childhood education degree. Method: with the development of an educational innovation project based on the elaboration of the Formative Pills in Competences as a subject-related task, we obtained measures before and after the experience to determine the students’ perception using a Likert scale. Results: showed that the experience was positive and the proposal was useful and motivating to promote good results expectations and an effective learning. Conclusions: the inclusion of this kind of tools allows students, with professor mentoring, to build their own learning process leading to a competence training adjusted to learning outcome.

The aim of this study was to evaluate the reliability of the VersaTREK system for Mycobacterium tuberculosis drug susceptibility testing compared with results obtained with the Bactec MGIT 960 system. A total of 67 strains were evaluated. Overall agreement was at 98.5%. Kappa indexes were 1.0 for isoniazid, rifampin, and ethambutol, 0.937 for pyrazinamide, and 0.907 for streptomycin. The VersaTREK system is validated for M. tuberculosis drug susceptibility testing.

Objectives: To determine the proportion and type of mutations in Mycobacterium tuberculosis isolates resistant to streptomycin, and their relationship with the level of resistance and with the epidemiological molecular pattern of the isolates. Methods: Sixty-nine streptomycin-resistant isolates from a M. tuberculosis strain collection (1995– 2005) from Barcelona were studied. The MIC of streptomycin for each isolate was determined using the proportions method with Middlebrook 7H11 medium. The entire rpsL gene and two specific fragments of the rrs gene (the 530 loop and the 912 region) were sequenced. IS6110-restriction fragment length polymorphism and spoligotyping were performed in each isolate. Results: Twenty-six (26/69, 37.7%) streptomycin-resistant isolates presented a mutation in either the rpsL gene and/or the rrs530 loop, with no mutation in the rrs912 region. Seventeen (24.6%) isolates showed rpsL mutations (codons 43 and 88) associated with high MIC levels. Nine (13.0%) isolates had alterations in the rrs gene (A513T, A513C and C516T). Nineteen isolates (19/64, 29.7%) were classified into seven clusters (containing 2– 5 isolates per cluster). Nineteen different spoligotype patterns were found. All the LAM3 spoligotype isolates (10/67, 14.9%) were associated with a C491T change in the rrs gene, being also observed in all LAM3 streptomycin-susceptible isolates. Conclusions: Mutations in therpsL andrrs genes were detected in 37.7% of streptomycin-resistantM.tuberculosis isolates. High-level resistance was associated with mutations in therpsL gene, whereas wild-type isolates showed low MIC levels. The presence of the C491T substitution in the rrs gene in streptomycin-susceptible and -resistant isolates demonstrates that this change is an epidemiological marker associated with LAM3 sublineage.

En los vinos blancos el aroma es uno de los principales atributos de calidad, siendo los compuestos aportados por la uva los que determinan el perfil varietal. Tempranillo Blanco es una variedad derivada de Tempranillo Tinto por mutación natural, que desde el año 2008 está autorizada únicamente en la D.O.Ca. Rioja. Sus vinos manifiestan características organolépticas de alta calidad, con notas afrutadas y florales intensas. En este trabajo se estudió el perfil aromático varietal de Tempranillo Blanco en siete localizaciones geográficas de la D.O.Ca. Rioja durante la campaña 2016. Las parcelas se distribuyeron en las tres subzonas que integran la denominación, con características vitivinícolas diferenciadas debido a las condiciones de clima y suelo. Los resultados obtenidos mostraron diferencias notables en el contenido aromático de la uva procedente de las distintas ubicaciones del viñedo. Los compuestos más abundantes fueron los norisoprenoides (48-70%), seguidos por los bencenoides (8-29%) y los aldehídos y cetonas (3-18%); otros muchos volátiles fueron detectados en menores porcentajes (compuestos C6, alcoholes, terpenos, ésteres, ácidos…). A pesar de las diferencias observadas, el perfil aromático varietal se mantuvo, por lo que se puede concluir que Tempranillo Blanco es una variedad con amplias posibilidades de adaptación a diferentes entornos vitícolas.

This paper focuses on the development of a scale for assessing support needs of children and adolescents with intellectual disabilities. This tool adheres to the most recent conception of intellectual disabilities and has been translated into Spanish following the international proposal initi- ated by the American Association of Intellectual and Developmental Disa- bilities (AAIDD). The main focus of this research is to analyze the psy- chometric characteristics of this scale within the Spanish context. So far, this tool has been administered to a pilot sample of 143 people (both chil- dren and adolescents) with intellectual disabilities and has been analyzed according to the framework of Item Response Theory (IRT), specifically taking into account the assumptions of the Rating Scale Model (RSM). The results show preliminary evidence of the reliability and validity of the scale, as well as the adequate adjustment of the data to the proposed model.

Ethambutol resistance has mostly been related to mutations in the embB gene. The objective of the present study was to characterize the embB gene in a collection of ethambutol-resistant and ethambutol-susceptible isolates of Mycobacterium tuberculosis complex (MTBC) from Barcelona, and to develop a DNA microarray for the rapid detection of embB mutations in our area. Fifty-three ethambutol-resistant and 702 ethambutol-susceptible isolates of MTBC were sequenced in internal 9821495 bp fragments of the embB gene. In addition, a low-cost, low-density array was designed to include the embB codons identified as being most frequently mutated in our area (LD-EMB array). The global prevalence of embB mutations found among the ethambutol-resistant isolates was 77.4 (41/53). Substitutions in embB306 were the most common [53.7 (22/41)], followed by substitutions in embB406 [26.8 (11/41)]. The presence of mutations in embB406 was related to higher levels of ethambutol resistance and to multidrug resistance. Among unrelated isolates (from 24-locus MIRU-VNTR genotyping), the percentage of embB-mutated isolates was 72.9 (27/37)u59.3 (16/27) in embB306 and 25.9 (7/27) in embB406. None of the ethambutol-susceptible isolates studied showed a mutation in codon 306 or 406. The LD-EMB array showed 100 sensitivity and specificity in identifying the main embB substitutions in our area. Mutations at codons 306 and 406 of embB have a relevant role in resistance to ethambutol in our area. The LD-EMB array developed in this study would appear to be a good molecular test for rapid detection of ethambutol resistance.

[ES] Autodeterminación es un concepto relativamente nuevo que está apareciendo cada vez con mayor fuerza en la investigación y en los servicios de atención a personas con discapacidad. Actualmente, está haciéndose un hueco importante en la investigación y en las organizaciones debido a la relevancia que tiene la expresión y el ejercicio del derecho a la autodeterminación para las personas con discapacidad. De la misma manera, aunque más lentamente, está ganando un mayor peso en el ámbito educativo como un área potencial para trabajar con los alumnos con necesidades especificas de apoyo educativo, teniendo en cuenta que hace referencia a una característica disposicional que se desarrolla a lo largo de toda la vida y que, por tanto, se puede y debe favorecer su desarrollo y adquisición en la etapa escolar con el objetivo de apoyar a los estudiantes en el logro y la obtención de resultados positivos en su transición a la vida adulta. El constructo de autodeterminación y sus implicaciones en la infancia, la adolescencia y la vida adulta de las personas con discapacidad intelectual ha sido y sigue siendo investigado a nivel internacional. Si se revisa la investigación en este campo podemos encontrar que se han desarrollado modelos teóricos potentes que intentan clarificar el concepto (Abery y Stancliffe, 2003a; Field y Hoffman, 1994; Wehmeyer, 1999), se han elaborado instrumentos de evaluación que permiten extraer información sobre el nivel de autodeterminación de jóvenes y adultos (Hoffman, Field y Sawinlowsky, 2004; Wehmeyer, 1995), se ha analizado el rol que juegan los factores personales y ambientales en el desarrollo y la promoción de la autodeterminación (Nota, Ferrari, Soresi y Wehmeyer, 2007; Pierson, Carter, Lane y Glaeser, 2008; Wehmeyer et al., 2011), se ha investigado la relación de la autodeterminación con otros conceptos como el de calidad de vida (Wehmeyer y Schalock, 2001) o la obtención de resultados positivos (Fowler, Konrad, Walker, Test y Wood, 2007; Lee, Wehmeyer, Soukup y Palmer, 2010) y se han elaborado programas y estrategias específicas para la promoción de la conducta autodeterminada de jóvenes y adultos con discapacidad intelectual (Martin, Marshall, Maxson y Jerman, 1996; Mithaug, Wehmeyer, Agran, Martin y Palmer, 1998; Wehmeyer, Palmer, Agran, Mithaug y Martin, 2000). Sin embargo, en España, a pesar de que el término se está instaurando en la filosofía y la cultura de las organizaciones que apoyan a las personas con discapacidad, seguimos a la cola en lo que se refiere a la realización de investigaciones en este campo. El trabajo desarrollado en esta tesis doctaral constituye un intento de abordar la investigación en el campo de la autodeterminación y responder a algunas de las principales necesidades existentes en nuestro contexto. Concretamente, este trabajo de investigación tiene como objetivo principal la construcción de un instrumento que permita evaluar el nivel de autodeterminación de los estudiantes adolescentes con discapacidad intelectual; así como también realizar un análisis de los factores personales y del contexto educativo que pueden estar asociados al desarrollo de la autodeterminación de estos estudiantes.

In cases of multidrug-resistant tuberculosis, it is crucial to rule out resistance to second-line antituberculous (anti-TB) agents. In the present study, a low-cost low-density DNA array including four genetic regions (rrs 530 loop, rrs 1400, rpsL and gyrA) was designed for the rapid detection of the most important mutations related to anti-TB injectable drugs (mainly streptomycin) and fluoroquinolone resistance (LD-SQ array). A total of 108 streptomycin- and/or ofloxacin-resistant and 20 streptomycin- and ofloxacin-susceptible Mycobacterium tuberculosis clinical isolates were analysed with the array. The results obtained were compared with sequencing data and phenotypic susceptibility pattern. The LD-SQ array offered a good sensitivity compared to sequencing, especially among resistant strains: 92.5% (37/40) for streptomycin and 87.5% (7/8) for fluoroquinolones. Therefore, this array could be considered a good approach for the rapid detection of mutations related to streptomycin and fluoroquinolone resistance. On the other hand, there were discordant results in 16 resistant strains and six susceptible isolates, mostly concerning the gyrA region, in which the existence of polymorphisms next to informative positions might cause cross-hybridization. These discrepancies were caused by some technical limitations; consequently, the present array should be considered as a first-step prior to a forthcoming optimized version of the array. (c) 2013 Elsevier Ltd. All rights reserved.

Objectives: We analysed the ability of Mycobacterium tuberculosis clinical isolates to penetrate and grow inside murine macrophages as a surrogate of fitness. Methods: Thirty-five drug-resistant and 10 drug-susceptible M. tuberculosis isolates were studied in a murine macrophage model from the J774.2 cell line in a 6 day protocol, performing semi-quantitative counts in Middlebrook 7H11 medium. The mycobacterial penetration index (MPI) after infection and the mycobacterial growth ratio (MGR) inside the macrophages were determined to evaluate the fitness of isolates. Results: Isolates with the katG S315T mutation and multidrug-resistant (MDR) isolates had a significantly lower MGR compared with drug-susceptible isolates. The MPI of the isolates with the katG S315T mutation showed a significant decrease compared with the MPI of those without this mutation. A trend to significantly lower values was also observed on comparing the MPI of the MDR isolates with that of the drug-susceptible isolates and the isolates resistant to isoniazid. Conclusions: The isoniazid-resistant and MDR isolates with mutations in the katG gene showed decreased multiplication inside murine macrophages, suggesting a lower fitness of M. tuberculosis with these resistance patterns.

Analyses are presented of 84 quarterly observations 1/85-4/05 on two U.S. index numbers of nominal prices often employed to measure inflation. Analyses are designed to answer two key questions of interest to macroeconomists. Is inflation stationary (I(0)) or stochastically non-stationary (I(1))? If it is I(1), is it scalar or multivariate? Both measures of inflation are found clearly to be I(1) and, for these measures, inflation is found clearly to be scalar. The paper also illustrates univariate analysis procedures (and report standards) considered to be more effective and convincing than those found in the existing literature on inflation measures.

Assessing and promoting self-determination is a key educational component to improved outcomes for transition-age young, specially for students with significant support needs. However, there are no psychometric robust tools in the Spanish context to assess self-determination. The main aim of this study is to present the developmental of The ARC-INICO Self-determination Scale designed to evaluate self-determined behavior of students with intellectual disability and an exploratory study of its psychometrical properties. The scale was applied to 99 high school students with intellectual disabilities. On average, these students were 16 years old (range: 11-19). Adequate internal consistency was shown. The factor analysis supported the multidimensional structure proposed for the scale. A set of items were found for review based on discrimination index. In conclusion, initial analyses show the acceptable preliminary psychometrical properties of this measure, indicating that it’s followed the right path in the development of a tool to know the level of students in skills such as autonomy, self-regulation, empowerment or self-knowledge that will be essential in their process of transition to adulthood.

The independence to decide and act as the causal agent in one’s life are unchanging demands by empowerment movements focused on people with disabilities and by people with disabilities themselves. International efforts have been devoted to defining the concept of self-determination, analyzing its importance and relationship with the quality of life of people with disabilities and creating evaluation and promotion materials based on empirical evidences. The aim of this study is to present the process for developing and validating a new self-determination evaluation instrument for young people with intellectual disabilities: the ARC-INICO Scale. The sample for validating the Scale comprised 279 young people with intellectual disabilities, limited intellectual capacities and learning difficulties. The participants were aged between 11 and 19 years (M = 15.59, SD = 1.89). The results indicate that both the Scale and the four sections into which it is divided were reliable. The confirmatory factor analysis shows proof of validity based on the internal structure of the Scale, and confirms the correct fit of the proposed hierarchical structure. Practical implications and future directions of research are also discussed. RESUMEN: La independencia para decidir y actuar como agente causal de la propia vida son constantes demandas realizadas por los movimientos en defensa de las personas con discapacidad y por las propias personas con discapacidad. La investigación internacional ha dedicado esfuerzos focalizados en delimitar el concepto de autodeterminación, analizar su importancia y relación con la calidad de vida de las personas con discapacidad, y elaborar materiales de evaluación y promoción basados en la evidencia. El objetivo de este estudio es presentar el proceso de desarrollo y validación de un nuevo instrumento de evaluación de la autodeterminación para jóvenes con discapacidad intelectual: Escala ARCINICO. La escala se aplicó a una muestra de 279 jóvenes con discapacidad intelectual, capacidad intelectual límite y dificultades de aprendizaje cuya edad osciló entre 11 y 19 años (M = 15,59; DT = 1,89). Los resultados indican que tanto la escala como las secciones en las que se divide fueron fiables. El análisis factorial confirmatorio proporciona evidencias de validez basadas en la estructura interna de la escala y confirma el buen ajuste de los datos a la estructura jerárquica propuesta. Las implicaciones prácticas y las líneas de investigación futuras son también discutidas en este trabajo. Esta investigación ha sido realizada gracias a la financiación del Ministerio de Economía y Competitividad (Subprograma de proyectos de investigación fundamental no orientada, I+D+i: PSI2012-36278) y el apoyo de la Junta de Castilla y León (Proyecto I+D: SA120U13 y Orden EDU/894/2009)

In recent years a growing number of studies have started to apply non-market valuation methods to estimate the economic value of cultural goods. The majority of these studies use stated preference techniques, such as the contingent valuation method. This study discusses the application of the travel cost method to estimate the economic value of a specific type of cultural good: special exhibitions. The empirical work focuses on the touring exhibition the ‘Ages of Mankind’, one of the first and most representative examples of a blockbuster art exhibition in Spain. This is the first time, as far as we know, that this method has been applied to a large temporary exhibition and is one of the few applications of this method in the valuation of cultural goods.