Search

Background: The Family-Centred Practices Scale (FCPS) assesses the degree to which staff in early childhood intervention and development centres use this therapeutic approach. However, there is no adaptation of this scale to families of children with Down syndrome, which is one of the most prevalent intellectual disabilities in early intervention., Objectives: To validate and analyse the psychometric properties of the FCPS in Spanish parents with children with Down syndrome receiving early childhood intervention., Methods: Descriptive analyses, exploratory factor analysis (n = 131), confirmatory factor analysis (n = 126) and scale reliability analyses were performed. In addition, the invariance of the scale by parents' age and gender was assessed, and a longitudinal analysis of the scores was performed., Results: A new scale was obtained with a two-factor structure, similar to the original version, but with fewer items. Goodness-of-fit indices were excellent (root mean square error of approximation [RMSEA] [95% confidence interval {CI}] = 0.02 [0.01; 0.04]; comparative fit index [CFI] = 0.98; Tucker-Lewis index [TLI] = 0.97; root mean residual [RMR] = 0.02; goodness-of-fit index [GFI] = 0.91; adjusted GFI [AGFI] = 0.90). However, the measure was not gender invariant. Additionally, internal consistency of the two dimensions showed high values in this sample, and comparing the means between the two measurement time points (initial and at about 6 months) showed no differences; the test was powerful but had a very small effect size., Conclusions: The psychometric properties of this FCPS are adequate, and it uses fewer items, which makes it faster to apply and gives it better clinical applicability. This new version of the scale is a valid, reliable tool for evaluating family-centred practices in Spanish families with children with Down syndrome., (© 2022 The Authors. Child: Care, Health and Development published by John Wiley & Sons Ltd.)

Background: The people with Down syndrome who are now adolescents can face a self-report questionnaire with guarantees of being answered with validity to evaluate areas of development that traditionally have not been able to be evaluated. This is the case of emotional intelligence, measured in this research with the Emotional Quotient Inventory: Youth Version-EQ-i:YV., Aims: To validate and analyse the scale's psychometric properties in adolescents with Down syndrome., Methods: A two-stage cross-sectional investigation was conducted. The inventory consists of 60 items that measure 5 dimensions. The test was administered to 644 adolescents with Down syndrome. We carried out exploratory and confirmatory factor analyses., Outcomes: The 5-factor structure of the test was confirmed. The internal consistency of four dimensions and the EQ-i:YV's total calculated score yielded high values., Conclusions: This new version of the EQ-i:YV represents a valid and reliable tool to assess emotional intelligence in Spanish adolescents with Down syndrome., (© 2020 John Wiley & Sons Ltd.)

Introduction: The Emotional Quotient Inventory: Youth version-EQ-i:YV was developed by Bar-On & Parker in 2000 and later translated and adapted for the general Spanish adolescent population by Ferrandiz et al. in 2012. The Spanish scale presents similar psychometric properties to the original version (54 items and five subdimensions). The Emotional Quotient Inventory assesses a set of personal, emotional, and social skills that influence adaptation to and coping with environmental demands and pressures. These factors can influence an adolescent's success later in life, health, and psychological well-being. Traditionally, research in Down syndrome (DS) has focused on identifying cognitive deficits, relatively little is known about emotional intelligence (EI) and there are no scales that measure EI in people with DS adults., Objectives: To validate and analyze the psychometric properties of the scale in the clinical population, specifically in Spanish adults with DS (EQ-i: SVDS)., Methods: A cross-sectional investigation was carried out in several stages. Descriptive, exploratory factorial (n = 345), confirmatory (n = 397), and scale reliability analyses were performed with better goodness-of-adjustment indices., Results: A new scale named Emotional Quotient Inventory: Short Version for DS adults was obtained with a structure of four factors called mood, stress management, interpersonal, and intrapersonal. This new scale was reduced to 25 items. Goodness-of-fit indices were excellent (RMSEA [95% CI] = 02[.01; .03]; CFI = .99; TLI = .98; GFI = .87; AGFI = .89). The internal consistency of the four dimensions and the calculated total score (α = .91, ω = .93 and divided halves = .90) yielded high values in this clinical sample., Discussion: The results recommend the use of the revised EQ-i: YV, the EQ-i: SVDS, to assess EI in adults with DS. The psychometric properties of this study are satisfactory but have four factors. The findings are discussed in terms of future research and practical implication to gain a more thorough understanding of how this population behaves on both a general and preventive level in order to teach EI properly., Conclusions: This new version is a valid and reliable tool to evaluate emotional intelligence in people with intellectual disabilities and specifically in Spanish adults with DS., Competing Interests: The authors have declared that no competing interests exist.

The social functioning of adults with Down Syndrome (DS) specially influences their quality of life. Emotional intelligence (EI) plays a key role in social outcomes because it is defined as a variety of social and emotional skills that enable people to be more effective in their personal and social lives. Thus, validated EI tests for use among adults with DS must be reliable. This study aimed to evaluate psychometric properties of the Bar-On Emotional Quotient Inventory: Youth Version (EQ-i:YV) in adults with DS. A two-stage cross-sectional investigation was conducted. First, a pilot study (n = 10) was performed to test internal consistency and item analysis of the subscales; second, exploratory (n = 90) and confirmatory (n = 96) factor analyses were carried out. The 5-factor structure of the EQ-i:YV was confirmed: general mood, stress management, adaptability, interpersonal and intrapersonal. The internal consistency (alpha and split halves) of all five dimensions and the total calculated score of the EQ-i:YV yielded high values. This new version of the EQ-i:YV represents a valid and reliable tool to assess EI in Spanish adults with DS.

Background/Objective: Researchers have traditionally reported that individuals with Down syndrome possess a strength in their social development, yet the opposite occurs with Asperger's syndrome. Based on this premise, we sought to assess effectiveness of the social skills training program. Method: Thirty adolescents aged 11 to 14 years with Down syndrome and Asperger's syndrome participated in the study. Results: Significant differences between both groups were detected in the posttreatment measures and a connection was found between adolescents' learning potential and the benefits gained. Conclusions: The training program is effective at improving the social skills under evaluation in adolescents with Down syndrome; however, this benefit is greater among adolescents with Asperger's syndrome.

It is known that alterations in Down syndrome (DS) occur at cognitive and language levels that affect the acquisition of reading and academic skills. The aim of this study is to know which neuropsychological variables predict the potential efficacy of early intervention in reading in this population with a program traditionally used with this population. Thirty-eight children of around 5 years of age with DS who were immersed in an early childhood care program participated in the study, 20 of them were immersed in a reading program. Significant differences were found at neurocognitive and linguistic level, especially in the experimental group at neurocognitive level, with achievements in reading and writing at early ages. In addition to this, two variables were found to predict reading acquisition. As conclusion, the effectiveness of the reading program and its benefits at neuropsychological and psycholinguistic levels in the development of this group of children with DS at an early age was revealed. [ABSTRACT FROM AUTHOR]

Reading is a key aspect in the process of acquiring and developing school learning. Cognitive deficits in Down syndrome affect the developmental process of reading; however, these deficits can be minimized with an early reading learning program. The method for teaching reading in Down syndrome of Troncoso & del Cerro (2005) has been selected. In this paper, a single case study is presented where the cognitive and psycholinguistic profile was assessed along with the reading level of a 5-year-old child with Down syndrome. Early reading treatment was applied for 6 months in an Early Childhood Care Center coordinated with parents and school. The child only improved attention and reading positively close to typical development. Despite the low level of neuropsychological development and initial intellectual quotien, the child with Down syndrome increased his reading skills. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de Diagncstico y Evaluacicn Psicolcgica is the property of Asociacion Iberoamericana de Diagnostico y Evaluacion Psicologica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Psicologia Educativa is the property of Colegio Oficial de Psicologos de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

• We analyzed the psychometric properties of an anxiety test (SCARED) in Down syndrome Spanish. • A new scale SCARED for Down syndrome was obtained with three factors and a smaller number of items. People with Down syndrome (DS) experience anxiety problems more often than the normal population, but there are no adequate screening tests for diagnosis. This study therefore analyses the psychometric properties of the Screen for Child Anxiety Related Emotional Disorders in Spanish adolescents with DS. Descriptive statistics and item analysis (N = 412), exploratory factorial analysis (n = 200) and confirmatory (n = 212) and scale reliability analyses were performed and evaluated the internal consistency with various indices as well as the stability of the measurement of the resulting scale with better goodness-of-adjustment indices. A new scale was obtained with three factors and a smaller number of items (RMSEA [95% CI] = 03[0.02; 0.05]; CFI = 0.98; TLI = 0.98; GFI = 0.89; AGFI = 0.89) as well as high internal consistency (α = 0.89; ω = 0.90) and adequate measurement stability (r xx = 0.90). The importance of validating psychopathological anxiety tests for children and youth with DS in order to build good mental health is discussed, emphasizing the need to provide easy, short-duration tests on both cognitive and emotional aspects in this clinical sub-population. This new version represents a valid and reliable tool to evaluate anxiety in DS. [ABSTRACT FROM AUTHOR]