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Actualmente, existen evidencias científicas de que el uso de las herramientas tecnológicas incrementa la motivación de los estudiantes ante la tarea a desarrollar, mostrando mayor interés hacia las mismas. Por lo que este estudio parte de la necesidad de encontrar recursos para captar y motivar al estudiantado en su proceso de enseñanza-aprendizaje. Para ello, el objetivo del trabajo fue analizar desde el punto de vista de los estudiantes el grado de empleabilidad (utilidad, interés y motivación) de la herramienta Wooclap en un contexto de educación universitaria según el sexo, la edad y la titulación de los estudiantes. Se realizó un estudio cuantitativo, con una muestra de 275 estudiantes universitarios de los Grados de Educación Infantil (EI), Educación Primaria (EP), Educación Social (ES), Doble Grado de Maestro en Educación Infantil y Primaria (PCEO_IyP), Doble Título con Itinerario Específico de Grado en Educación Primaria con Mención en Educación Física y Grado en Ciencias de la Actividad Física y del Deporte (PCEO_PyEF) y Educación Social (ES). Empleando un cuestionario de 15 ítems realizado a través de la plataforma Google Form, diseñado para valorar los diferentes campos sobre la empleabilidad de la herramienta digital Wooclap. Los resultados ponen de manifiesto que las estudiantes mujeres, que los estudiantes más jóvenes y que los pertenecientes a la Programación conjunta de estudios oficiales de Educación Infantil y Primaria valoran más positivamente la utilidad de la herramienta Wooclap. En conclusión, estos hallazgos resaltan la necesidad de incorporar este tipo de recursos tecnológicos en el proceso de enseñanza-aprendizaje en el ámbito universitario.

El acceso al servicio de agua en los hogares es fundamental para enfrentar la pandemia de COVID-19, sobre todo en contextos urbanos donde el riesgo aumenta por la cercanía social. En este artículo se exploran las relaciones entre el número de contagios de COVID-19 con la marginación de los hogares y los problemas de acceso al servicio de abasto de agua potable en la Ciudad de México, resaltando los patrones de distribución espacial. Se generó una base de datos a nivel de colonia con información oficial sobre el número de contagios, número de habitantes, índice de desarrollo social y acceso deficiente del abasto de agua. Se encontró que todas estas variables tienen un efecto significativo sobre el número de casos que se registran en las colonias. En particular, el deficiente acceso al servicio de agua aumentó en al menos 17 % el número de casos de contagio de COVID-19 durante el periodo de estudio.

Inflammation of the gastrointestinal tract is a prevalent pathology in diseases such as inflammatory bowel disease (IBD). Currently, there are no therapies to prevent IBD, and available therapies to treat IBD are often sub-optimal. Thus, an unmet need exists to better understand the molecular mechanisms underlying intestinal tissue responses to damage and regeneration. The recent development of single-cell RNA (sc-RNA) sequencing-based techniques offers a unique opportunity to shed light on novel signaling pathways and cellular states that govern tissue adaptation or maladaptation across a broad spectrum of diseases. These approaches require the isolation of high-quality cells from tissues for downstream transcriptomic analyses. In the context of intestinal biology, there is a lack of protocols that ensure the isolation of epithelial and non-epithelial compartments simultaneously with high-quality yield. Here, we report two protocols for the isolation of epithelial and stromal cells from mouse and human colon tissues under inflammatory conditions. Specifically, we tested the feasibility of the protocols in a mouse model of dextran sodium sulfate (DSS)-induced colitis and in human biopsies from Crohn’s patients. We performed sc-RNA sequencing analysis and demonstrated that the protocol preserves most of the epithelial and stromal cell types found in the colon. Moreover, the protocol is suitable for immunofluorescence staining of surface markers for epithelial, stromal, and immune cell lineages for flow cytometry analyses. This optimized protocol will provide a new resource for scientists to study complex tissues such as the colon in the context of tissue damage and regeneration.Key features• This protocol allows the isolation of epithelial and stromal cells from colon tissues.• The protocol has been optimized for tissues under inflammatory conditions with compromised cell viability.• This protocol is suitable for experimental mouse models of colon inflammation and human biopsies.Graphical overviewGraphical representation of the main steps for the processing of colon tissue from dextran sodium sulfate (DSS)-treated mice (upper panel) and frozen biopsies from Crohn’s patients (lower panel)

The restorative justice (RJ) paradigm requires coherence among legal, justice, and educational systems to promote a culture of restorative dialogue with victims of violence and to reintegrate aggressors into the community. The objective of this study, from an evolutionary social perspective, was to examine criminal mediation files in the archives of the Murcia Intrajudicial Criminal Mediation Service (UMIM), Spain, to see which variables are associated with which types of violence and understand the contents and adoption of agreements. In this study the sociodemographic, procedural, and interpersonal variables of 216 people who used criminal mediation were analysed. The results showed statistically significant differences concerning age, the procedural moment of referral, and the participants’ relationship. The main conclusions are that the youngest group had a more significant number of encounters with physical violence; most agreements occurred in the initial phase of a judicial procedure; and the majority of agreements had moral content regardless of the age of the parties involved. These factors are of interest to the establishment of judicial and educational restorative models.

The individual’s adaptation problems can lead to risky behaviors such as drug use. This study aimed to analyze the existence of different adaptation profiles (personal, school, and social) in adolescents. Thus, the study aimed to analyze the existence of significant differences in interpersonal risk factors depending on the degree of adaptation. The study participants were 1,201 students of Compulsory Secondary Education (M = 14.43, SD = 1.43), and 50.6% were girls. The TAMAI Test (multifactorial adaptation self-evaluation test) and the FRIDA questionnaire (Interpersonal Risk Factors for Drug Use in Adolescence) were used. A latent class analysis (LCA) revealed three different types of adaptation: maladjusted group, at-risk group, and adjusted group. The results showed the existence of significant differences between the different adaptation profiles based on interpersonal risk factors. The data obtained will help school and mental health plans to prevent misbehaving or risky behaviors.

On analyzing data from a Contingent Valuation (CV) survey to restore the High Atoyac River Basin in Puebla, Mexico, we found that households obtain differentiated benefits due to their condition of closeness to or distance from the river, which are in turn often associated with conditions of vulnerability to water pollution and poverty. Our approach was to estimate Willingness to Pay (WTP) models for two population groups: those residing nearby and those living farther away. As expected, the bid offered and the household’s income are significant determinants of WTP; however, the remainder of the variables change, denoting that poor people are more concerned about river pollution.

ABSTRACT Purpose: to discuss the implementation and use of the International Classification of Functioning, Disability and Health (ICF) and International Classification of Functioning, Disability and Health, Children and Youth Version (ICF-CY) among children and adolescents, within the Augmentative and Alternative Communication (AAC) field. Methods: an integrative literature review. PubMed, Web of Science and VHL databases were searched for papers published between 2006 and 2017 that reported on the use of ICF and ICF-CY within the AAC context. Eighteen papers were reviewed and sorted into: Category i) papers which reported on the use of the ICF or ICF-CY with people who rely on AAC; and Category ii) theoretical papers or papers that used the ICF and ICF-CY to organize the results. Results: papers used the frameworks with different purposes, including the characterization of the children and their environment, goal setting and measurement of the results of therapeutic intervention. The papers drew on all elements, however, Activities and Participation were the components most used. Parents or caregivers were most commonly consulted in classifying the children’s and young people’s profiles of functioning, followed by the Educators and speech and language pathologists. Conclusion: classifications have shown advantages when used in the AAC field. Therefore, it is necessary to provide training in order for professionals to implement them in services.

Core vocabulary lists and vocabulary inventories vary according to language. Lists from one language cannot and should not be assumed to be translatable, as words represent language-specific concepts and grammar. In this manuscript, we (a) present the results of a vocabulary overlap analysis between different published core vocabulary lists in English, Korean, Spanish, and Sepedi; (b) discuss the concept of universal semantic primes as a set of universal concepts that are posited to be language-independent; and (c) provide a list of common words shared across all four languages as exemplars of their semantic primes. The resulting common core words and their corresponding semantic primes can assist families and professionals in thinking about the initial steps in the development of AAC systems for their bilingual/multilingual clients.

The aim of this work is to study the relationship between scientific-creative thinking construct and academic performance in a sample of adolescents. In addition, the scientific-creative thinking instrument’s reliability will be tested. The sample was composed of 98 students (aged between 12-16 years old) attending to a Secondary School in Murcia Region (Spain). The used instruments were: a) the Scientific-Creative Thinking Test designed by Hu and Adey (2002), which was adapted to the Spanish culture by the High Abilities research team at Murcia University. The test is composed of 7 task based in the Scientific Creative Structure Model. It assesses the dimensions fluency, flexibility and originality; b) The General and Factorial Intelligence Test (IGF/5r; Yuste, 2002), which assess the abilities of general intelligence and logic reasoning, verbal reasoning, numerical reasoning and spatial reasoning; c) Students’ academic achievement by domains (scientific-technological, social-linguistic and artistic) was collected. The results showed positive and statistical significant correlations between the scientific-creative tasks and academic achievement of different domains.

Much attention has been paid to emotional intelligence and its correlations with other psychological constructs during the last few years. Nevertheless, studies focusing on emotionally intelligent persons are scarce. The present work aims to study the cognitive and creative profile of students who stand out for their high emotional intelligence. A total of 1,024 Secondary Education students (M= 14 years old, SD= 1.16) took part in our research to that end. Emotional Intelligence was measured using the Emotional Quotient inventory Youth Version (EQ-i:YV, Bar-on & Parker, 2000), the Differential Aptitude Test-5 (DAT-5, Bennett, Seashore, & Wesman, 2000) was used to measure intellectual competency, whereas the Torrance Test of Creative Thinking (TTCT, Torrance, 1974) served to measure creativity. Participants were divided into two groups: those with a high emotional intelligence (pc > 75) and those with a low-average emotional intelligence (pc < 75). The results reveal statistically significant differences in numerical reasoning, spatial reasoning and perceptive speed favouring the low-average emotional intelligence group. No statistically significant differences were found for creativity dimensions depending on the emotional intelligence level.

This aim of this paper is two–fold: to analyze the relationship between socio–emotional competence and creativity in different intelligence levels (high, medium and low intelligence) and to study the differences on emotional socio–competence and creativity depending on those intelligence levels. A total of 679 Secondary Education Spanish students, aged between 12 and 18 years (M = 13.90, SD = 1.28), took part in this study. The following instruments were used: a) socio–emotional competence was assessed using Bar–On’s Emotional Intelligence Inventory–Youth Version (EQ–i:YV, Bar–On and Parker, 2000); b) cognitive ability was assessed using the Differential Aptitude Test (DAT–5, Bennett, Seashore and Wesman, 2000; and c) creativity was assessed using Torrance’s Test of Creative Thinking (TTCT, Torrance, 1974). The data showed statistically significant differences in the total self–perceived emotional competence and in the elaboration of creativity dimension depending on the participants’ intellectual level. Finally, no statistically significant correlations were found between socio–emotional competence and creativity.

The aim of this paper is to study the teachers’ perception on socioemotional competence of their adolescent students, according to exceptionality (high abilities versus non high abilities) and gender. The sample was composed of 443 teachers from 55 Secondary Schools in Murcia (Spain). The instrument used was the EQ-i: YV-O for teachers (BAR-ON & PARKER, in press). According to the exceptionality of the students (high abilities versus non high abilities) the results showed that teachers perceived students with high abilities as being more adaptable, having greater general mood and having greater interpersonal abilities. Moreover, in relation to gender, teachers scored boys as having better stress management. In addition, with regard to exceptionality (high abilities versus non high abilities) and gender, the results showed statistically significant differences in the adaptability, general mood, and intrapersonal dimensions.

This paper investigates the relationship between 566 students’, their parents’ and their teachers’ perceptions on the socio–emotional competence of such sample of learners with high intellectual abilities. The results indicated that parents’ and their children’s self-perceptions were positively related, the relationship being moderately statistically significant in all socio–emotional intelligence aspects. However, the relationship between teachers’ ratings and parents’ and students’ ratings was positively statistically significant at a low level. Using a multitrait–multimethod analysis (Campbell and Fiske, 1959), the authors demonstrated strong method effects, especially in the case of teachers, indicating that ratings from different sources provide different and complementary information on the socio–emotional skills of high intellectual ability students.

El objetivo de este trabajo es estudiar la percepción que los profesores tienen sobre las competencias socioemocionales de sus alumnos adolescentes, según la excepcionalidad (alta habilidad vs. no alta habilidad) y el género. La muestra estuvo compuesta por 443 profesores pertenecientes a 55 centros de Educación Secundaria Obligatoria de la Región de Murcia. El instrumento utilizado fue el EQ-i, YV-O dirigido a profesores (BAR-ON & PARKER, en prensa). Los resultados indicaron, según la excepcionalidad de los alumnos (alta habilidad vs. no alta habilidad), que los profesores percibieron al grupo de alumnos de alta habilidad más adaptados, con mayor estado de ánimo y con mayores habilidades interpersonales. Respecto al género, los profesores valoraron con mayor manejo del estrés a los chicos. Además, según la excepcionalidad (alta habilidad vs. no alta habilidad) y el género, los datos mostraron diferencias estadísticamente significativas para las dimensiones adaptabilidad, estado de ánimo e intrapersonal.

Este trabajo investiga la relación entre la percepción de la competencia socio¿emocional de una muestra de 566 alumnos nominados con altas habilidades intelectuales de Educacion Secundaria. Los resultados indicaron que la percepción de los padres y la autopercepción de sus hijos correlacionó de manera positiva, estadísticamente significativa y con una magnitud moderada para todas las dimensiones de la inteligencia socio-emocional. Sin embargo, la percepción de los profesores se relacionó con la percepción de alumnos y padres de manera positiva y estadísticamente significativa pero con una magnitud baja. Usando un análisis multirrasgo-multimétodo (CAMPBELL & FISKE, 1959), los autores demostraron fuertes efectos del método, especialmente para los profesores, indicando que las percepciones de distintas fuentes proporcionan información diferente y complementaria sobre las competencias socio¿emocionales de los alumnos de altas habilidades.

El trabajo analiza las diferencias en las competencias socio-emocionales y la creatividad de distintos grupos organizados por niveles de inteligencia (alta, media, baja) así como la relación entre las competencias socio-emocionales y la creatividad según dichos niveles. La muestra estuvo compuesta por 679 alumnos con edades comprendidas entre los 12 y 18 años (M=13.90, DT=1.28). Todos ellos cursaban sus estudios de Educación Secundaria Obligatoria en distintos centros concertados de la Comunidad Valenciana (España). Se valoraron los siguientes aspectos, a) la competencia socio¿emocional total fue evaluada mediante el Inventario de Inteligencia Emocional de Bar¿On (EQ-i,YV, BAR-ON & PARKER, 2000), b) la capacidad cognitiva fue evaluada mediante el Test de Aptitudes Diferenciales (DAT-5, BENNETT, SEASHORE & WESMAN, 2000), y c) la creatividad fue evaluada con el Test de Pensamiento Creativo de Torrance, TTCT (TORRANCE, 1974). Los datos indicaron la existencia de diferencias estadísticamente significativas en la autopercepción de la competencia emocional total y en la dimensión elaboración de la creatividad según el nivel intelectual de los participantes. Finalmente, no se evidenciaron correlaciones estadísticamente significativas entre competencia socio-emocional y creatividad.

The objective of this study is to analyze the construct of creativity and its relationship with high ability, presenting different definitions, assessment tools and strategies to encourage their development in the school context. The paper is structured into five sections: firstly, we define the concept of creativity. Secondly, we present the most relevant instruments used in the analysis of high ability students’ creativity. Thirdly, we look into several studies on creativity and high abilitiy, highlighting the main limitations of the research carried out. Fourthly, we present principles and strategies in order to foster creativity in the school context. Finally, some conclusions are drawn on the relationship between creativity and high ability.

The aim of this article is to describe the identification and assessment procedure to identify high ability secondary school students in the Spanish region of Murcia. In the screening process questionaires addressed to parents, teachers, and pupils nad based on the Multiple Intelligences Theory were used. In the identification process two other instruments were used: a) the Differential Aptitude Test (DAT) aimed to assess the following areas: reasoning, verbal abilities, numerical and abstract reasoning, spatial aptitude, mechanical reasoning, attention and perceptive aptitudes, and b) the TTCT (Torrance Test of Creative Thinking) in order to assess the main abilities of creativity (fluency, flexibility, originality and elaboration). These two assessment tools will allow us to distinguish gifted from talented (Castelló and Batlle, 1998). In a third stage, the socio-emotional characteristics of the identified students are analysed using: c) the BFQ-NA whose aim is to assess the personality dimensions (openness, conscientiousness, extraversion; agreeableness and neuroticism), and d) emotional intelligence questionnaires (EQ-i:YV and EQ-i:YV-O Barón and Parker, 2000). 565 took part in this research. The students were aged 11-18 (M= 14.6 and SD= 1.08) and attended high schools of Compulsory Secondary Education (ESO) of the Murcia Region. The results showed different profiles of gifted and talented stduents. The cognitive-emotional complexity of these exceptional students is discussed.

The aim of this article is to analyze and explain attention to diversity measures for high ability (gifted and talented) students. The model, developed in the Spanish region of Murcia, is based on cognitive psychology and aims to encourage thinking skills. The program is developed as a curriculum extension and the interests, motivations and abilities of children have been considered once these were identified. The article offers a theoretical approach, a set of objectives, and some of the activities that have been done with students.

El objetivo del trabajo es analizar y explicar las medidas de atención a la diversidad para los alumnos de altas habilidades (superdotados y talentos). El modelo que desarrollamos en la Región de Murcia se fundamenta en la psicología cognitiva y se orienta a favorecer las habilidades del pensamiento. El programa se desarrolla como extensión curricular y se han considerado los intereses, motivaciones y habilidades de los niños una vez que han sido identificados. Se hace un planteamiento teórico y se especifican los objetivos, además hemos recogido alguna de las actividades que se han trabajado con los alumnos.

El objetivo del trabajo es analizar el constructo de creatividad y su relación con la alta habilidad. El trabajo se estructura en cinco apartados: en primer lugar, profundizamos en el término creatividad. A continuación, presentamos los instrumentos más utilizados en el estudio de la creatividad de los alumnos de altas habilidades. En tercer lugar, analizamos diferentes estudios referidos a la creatividad y la alta habilidad, destacando las limitaciones de las investigaciones realizadas. En cuarto lugar, presentamos los principios y las tácticas para favorecer la creatividad en el contexto escolar. Finalmente, se esbozan algunas conclusiones sobre el binomio creatividad-alta habilidad.

El objetivo del trabajo es exponer el proceso de identificación de los alumnos de Educación Secundaria Obligatoria con altas habilidades de la Región de Murcia. En la fase de screening se utilizaron tres cuestionarios (padres, profesores y alumnos), basados en la Teoría de las Inteligencias Múltiples. En la fase de identificación se aplicaron: a) el test DAT, para valorar el razonamiento verbal, numérico, abstracto, espacial, comprensión mecánica, atención y dotes perceptivas y ortografía; b) el tercer subtest del test de pensamiento creativo de Torrance, TTCT. Ambas evaluaciones nos servirán para diferenciar los talentos de los superdotados. En una tercera fase, se analizan las características socio¿emocionales de los alumnos identificados; en ella se utilizaron: c) el BFQ¿NA, orientado a valorar las dimensiones de personalidad: conciencia, apertura, extraversión, amabilidad e inestabilidad emocional; y d) inventarios de competencia socio¿emocional (EQi:YV y EQi;YVO). Los participantes seleccionados en el screening fueron 565 alumnos de ESO de la Región de Murcia, con edades entre los 11 y 18 años (M=14,6, DT= 1,08). Se presentaran los diferentes perfiles de los talentos y la complejidad cognitivo-emocional de los superdotados.

La neumatosis intestinal en el recién nacido es un signo que se asocia mayoritariamente a la presencia de enterocolitis necrotizante, una condición grave. Se presenta una serie de casos clínicos que debutaron con sangre en la deposición y neumatosis intestinal de curso benigno, diagnosticándose una colitis alérgica, que fue demostrada en el 87,5% (7/8) de los casos mediante colonoscopía corta y biopsias que demostraron un número de eosinófilos mayor que lo normal; en el 12,5% (1/8) el diagnóstico se basó en clínica, laboratorio, imágenes y respuesta a tratamiento. La supresión de la proteína de la leche de vaca en la dieta de lamadre o el reemplazo de la leche materna por un sustituto libre de esta proteína, llevó a una rápida regresión de la sintomatología.Pneumatosis intestinalis in newly born infants constitutes a clinical manifestation greatly associated with the presence of necrotizing enterocolitis, a highly severe medical condition. This study provides a clinical case series presenting with bloody stools and benign pneumatosis intestinalis. A short colonoscopy proven diagnosis of allergic colitis was made, which was confirmed in the 87,5% (7/8) of the cases, while a number of biopsies showed eosinophiles exceeding the normal ranges. Diagnosis in 12,5% of patients (1/8) was based on clinical records, lab-tests, imaging and treatment responses. The suppression of cow's milk protein in the maternal diet or the replacement of human milk by a substitute free from that protein led to a rapid regression of symptomatology.

La creatividad es un fenómeno complejo que se expresa en los distintos ámbitos de la actuación humana. Un importante impedimento a la hora de valorar la creatividad musical es la experiencia con la que cuenta el alumno en términos de uso de instrumentos musicales y composición. El test propuesto por Wang (1985) trata de salvar ese obstáculo, para ofrecer una herramienta válida para identificar el talento musical temprano. Con el fin de adaptar dicho test, se tomó una muestra de 74 niños que asistían a un Instituto de Educación Secundaria en la Región de Murcia. Se utilizó la primera tarea propuesta por Wang (1985) pero adaptando los criterios para poder medir no sólo fluidez, si no también las variables de flexibilidad, originalidad y elaboración.

Introduction: Respiratory tract infections caused by Adenovirus (ADV) can lead to long term lung sequelae. In our media it is the most frequent cause of chronic lung disease in children. High resolution computed tomography (HRCT) can characterize the anatomic alterations of this disease. Functional impairment is evaluated with spirometry, which only can be performed in collaborating patients. Purpose: Characterize the appearances of chronic lung disease secondary to ADV infection on HRCT, relate the extent of HRCT abnormalities to pulmonary function impairment, and determine if HRCT can be used to assess pulmonary function when functional tests cannot be performed. Material and methods: HRCT findings in 17 pediatric patients with post adenoviral chronic lung disease were analyzed. HRCT findings were correlated with spirometry in 11 of these children using the modified Bhalla score for bronchial dilatation and the modified Siegel score for mosaic lung attenuation. Results: HRCT findings were mosaic perfusion and bronchial wall thickening in 17/17, bronchial dilatation and centrilobular nodules in 16/17, atelectasis in 11/17, and tree in bud in 8/17. Very good correlation was found between the scores of mosaic lung attenuation and bronchial dilatation with the forced expiratory volume in one second. Conclusion: A characteristic pattern of findings on HRCT is present in children with post adenovirus chronic lung disease. There is good correlation between the severity of mosaic lung attenuation and bronchial dilatation with pulmonary functional impairment. These results suggest that HRCT findings can be used to assess pulmonary function in those children in which pulmonary function tests cannot be performed

Uno de los temas punteros en el estudio de la creatividad es el uso que hacen los estudiantes de sus procesos cognitivos cuando intentan resolver una tarea que exige grandes dosis de creatividad o pensamiento divergente. El objetivo del trabajo es estudiar los procesos cognitivocreativos de una muestra de estudiantes universitarios, con el fin de analizar el tipo de procesos o mecanismos que los estudiantes utilizan en función del dominio de conocimientos en la educación universitaria (ámbitos técnicos, sociales, humanidades y sanitarios). El instrumento utilizado es la Escala de Procesos Cognitivo-Creativos (Miller, 2009; 2013 en prensa). La escala consta de 28 ítems orientados a evaluar los siguientes procesos: manipulación de ideas; toma de perspectiva o manipulación de ideas; flujo de ideas; pensamiento analógico-metafórico; generación de ideas e incubación de ideas. La muestra de participantes está formada por 240 alumnos de diferentes titulaciones de la Universidad de Murcia y de la Politécnica de Cartagena. Los resultados muestran diferencias estadísticamente significativas en el uso de los procesos creativos dependiendo de los conocimientos o dominios a los que pertenecen los estudiantes; siendo los del Grado de Educación Infantil, quienes obtienen puntuaciones más altas que el resto de sus compañeros; mientras que los del Logopedia obtienen puntuaciones más bajas con respecto al resto de sus compañeros.

La neumatosis intestinal en el recién nacido es un signo que se asocia mayoritariamente a la presencia de enterocolitis necrotizante, una condición grave. Se presenta una serie de casos clínicos que debutaron con sangre en la deposición y neumatosis intestinal de curso benigno, diagnosticándose una colitis alérgica, que fue demostrada en el 87,5% (7/8) de los casos mediante colonoscopía corta y biopsias que demostraron un número de eosinófilos mayor que lo normal; en el 12,5% (1/8) el diagnóstico se basó en clínica, laboratorio, imágenes y respuesta a tratamiento. La supresión de la proteína de la leche de vaca en la dieta de lamadre o el reemplazo de la leche materna por un sustituto libre de esta proteína, llevó a una rápida regresión de la sintomatología.

Introduction: Respiratory tract infections caused by Adenovirus (ADV) can lead to long term lung sequelae. In our media it is the most frequent cause of chronic lung disease in children. High resolution computed tomography (HRCT) can characterize the anatomic alterations of this disease. Functional impairment is evaluated with spirometry, which only can be performed in collaborating patients. Purpose: Characterize the appearances of chronic lung disease secondary to ADV infection on HRCT, relate the extent of HRCT abnormalities to pulmonary function impairment, and determine if HRCT can be used to assess pulmonary function when functional tests cannot be performed. Material and methods: HRCT findings in 17 pediatric patients with post adenoviral chronic lung disease were analyzed. HRCT findings were correlated with spirometry in 11 of these children using the modified Bhalla score for bronchial dilatation and the modified Siegel score for mosaic lung attenuation. Results: HRCT findings were mosaic perfusion and bronchial wall thickening in 17/17, bronchial dilatation and centrilobular nodules in 16/17, atelectasis in 11/17, and tree in bud in 8/17. Very good correlation was found between the scores of mosaic lung attenuation and bronchial dilatation with the forced expiratory volume in one second. Conclusion: A characteristic pattern of findings on HRCT is present in children with post adenovirus chronic lung disease. There is good correlation between the severity of mosaic lung attenuation and bronchial dilatation with pulmonary functional impairment. These results suggest that HRCT findings can be used to assess pulmonary function in those children in which pulmonary function tests cannot be performed