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Sucintamente, en este artículo se presenta el Protocolo Unificado para el tratamiento Transdiagnóstico de los Trastornos Emocionales. Se caracterizan sus aspectos principales en tanto intervención cognitivo conductual de la tercera ola de Terapias Cognitivo Conductuales. Aspira identificar las estrategias de regulación emocional desadaptativas que las personas utilizan para entrenarlas en la adquisición de otras nuevas y más adaptativas. Compuesto por ocho módulos, cuenta con material bibliográfico de guía para el terapeuta y el paciente. A través de los 8 módulos del tratamiento las personas serán capaces de entrenar cinco habilidades de regulación emocional: conciencia emocional, flexibilidad cognitiva, identificación de conductas emocionales y propuesta de conductas alternativas, exposición interoceptiva y exposición emocional. Se trata de una intervención cuya eficacia ha sido, y, continúa siendo, probada en sus múltiples opciones y posibilidades: como intervención individual o grupal, cara a cara o en línea, en contextos clínicos y en otros no clínicos, bien como estrategia de atención o de prevención de la salud

Los trastornos emocionales son el resultado de una triple vulnerabilidad. El contexto de pandemia incrementó la aparición de desajustes emocionales, y, ser adulto mayor en ese contexto, constituye una vulnerabilidad psicológica que puede haber favorecido la aparición de desórdenes emocionales, afectando la salud y bienestar de estas personas. Objetivo. Explorar la viabilidad y utilidad clínica del Protocolo Unificado grupal en línea para mejorar la regulación emocional en un contexto académico. Investigación con un enfoque cuantitativo, exploratorio, descriptivo e interactivo, con un diseño cuasi-experimental, pre–post test para muestras pareadas. Estudio con una muestra no probabilística de voluntarios que quedó conformada por 13 estudiantes con una edad promedio de 61,92 años de edad (DT = 4,4; rango de 55 a 70) del Aula Universitaria de Mayores de la Universidad de Cádiz que recibieron una intervención psicológica grupal, en línea, sincrónica de tres meses de duración (desde diciembre de 2020 a febrero de 2021). Se realizaron mediciones pre y post intervención. La intervención constó de 12 sesiones semanales de 90 minutos de duración. Instrumentos: OASIS, ODSIS, QLI-Sp, COP, PANAS, RRS, CORE-OM, BEAQ, NEO FFI, ficha sociodemográfica ad hoc, Escala de Satisfacción y Encuesta de valoración del tratamiento. Los resultados del Multivariate Analysis of Variance (MANOVA) muestran una reducción estadísticamente significativa (p

Computer-aided behavior observation is gradually supplanting paper-and-pencil approaches to behavior observation, but there is a dearth of evidence on the relative accuracy of paper-and-pencil versus computer-aided behavior observation formats in the literature. The current study evaluated the accuracy resulting from paper-and-pencil observation and from two computer-aided behavior observation methods: The Observer XT® desktop software and the Big Eye Observer® smartphone application. Twelve postgraduate students without behavior observation experience underwent a behavior observation training protocol. As part of a multi-element design, participants recorded 60 real clinical sessions randomly assigned to one of the three observation methods. All three methods produced high levels of accuracy (paper-and-pencil, .88 ± .01; The Observer XT, .84 ± .01; Big Eye Observer, .84 ± .01). A mixed linear model analysis indicated that paper-and-pencil observation produced marginally superior accuracy values, whereas the accuracy produced by The Observer XT and Big Eye Observer did not differ. The analysis suggests that accuracy of recording was mediated by the number of recordable events in the observation videos. The implications of these findings for research and practice are discussed.

The main goal of this study was to analyze the contribution of predictors of both domain-general (working memory, processing speed, and receptive vocabulary) and domain-specific variable (estimation and magnitude comparison) processes to informal mathematical performance (numbering, comparison, calculation, and understanding of concepts) in preschoolers. In order to reach this, a structural equation modeling was used. A total of 158 preschool students (ages ranging from 52 to 64 months) participated in the investigation. Students were assessed with informal tasks measuring mathematical thinking, numerical estimation, symbolic and non-symbolic comparison making, coding, receptive vocabulary, and backward digit span. Results showed that domain-general (specially working memory) was the highest impact of the general-domain predictors on informal mathematical competencies and a limited specific-domain factor effects for magnitude comparison. The consequences for mathematics learning in initial school years are discussed.

One of the means for representing quantities/magnitudes is the mental number line. It is still a nonsolved question as to whether the method of learning mathematics in the early years could improve this type of estimating. A total of 233 students, aged four and five years, who learned mathematics with a new method called Open Algorithm Based on Number or the more traditional Closed Based on Ciphers approach, were evaluated with a reliable estimation on the number line test. Results revealed significant differences in participants’ estimation functions based on the learning method used. Students who learned mathematics through the Open Algorithm Based on Number method used a linear representation more efficiently than those who were taught with the Closed Based on Ciphers methodology. This group exhibited a logarithmic function in their approach. We discussed whether these differences can be attributed to a recurrent practice in estimation tasks at school, characterized by the Open Algorithm Based on Number methodology.

espanolIntroduccion. El presente estudio analizo el papel predictor sobre la fluidez de calculo de distintos predictores especificos que conforman las habilidades numericas tempranas. Metodo. Un total de 122 alumnos (M = 69.89 meses; DT = 3.44), de los cuales 54 fueron ninas y 68 ninos. Las habilidades numericas fueron evaluadas al finalizar la educacion infantil y la fluidez de calculo en el primer curso de educacion primaria. Resultados. El resultado del analisis de regresion lineal arrojo un modelo predictivo que explicaba el 27.9% de la varianza de la fluidez de calculo. El conteo verbal (β = .377), conteo resultante (β = .191) y estimacion (β = .159), fueron la variables que explicaron en mayor medida la fluidez de calculo en 1o de Educacion Primaria. Discusion y Conclusion. Las habilidades numericas predijeron la fluidez de calculo, sin embargo, no fue asi en el caso de las habilidades relacionales. Se discute la importancia del conteo como dominio para el aprendizaje de las matematicas. EnglishIntroduction. This study analyses the predictive role of several specific components of early numerical skills on the fluency calculation. Method. A total of 122 students (Mean age = 69.89 months; SD = 3.44), 54 girls and 68 boys participated in the study. The early numeracy skills were assessed by the end of pre primary school education, and fluency calculation at the first year of primary school. Results. A multiple linear stepwise regression analysis showed a predictive model that explained 27.9% of the variance in fluency calculation. This model suggested that verbal counting (β = .377), resulting counting (β = .191) and estimation (β = .159), were the most important numerical variables explained fluency calculation in first graders primary school. Discussion y Conclusiones. Numerical skills predicted fluency calculation, however, was not predicted by relational math skills. The extensive importance of fluency calculation on learning mathematics is discussed.

Purpose Bacterial infections are the most frequent infectious complications after heart transplantation. IgA and IgM serological response to the 23-valent pneumococcal polysaccharide vaccine (PPSV23) can be used to assess antibody function against T-cell independent type-2 antigens (anti-PPS). We evaluated if IgA and IgM anti-PPS titers after vaccination in a cohort of heart recipients were associated with the risk for development of bacterial infections. Methods A prospective follow-up study of 151 adult heart recipients (124 male, 27 female, mean age: 58 years) at a single center. The study population received one injection of PPSV23 before transplantation. Specific IgA and IgM anti-PPS were measured in pre and post vaccination sera before transplantation by ELISA (2-3 weeks interval between pre and post vaccination samples) and at distinct times after transplantation (day 7, 30, 90, 180). ELISA plate contained the 23 antigens of the pneumococcal vaccine. The prevalence of bacterial infections was registered during the first 6 months after transplantation. Results During follow-up 32 patients (21%) developed bacterial infectious complications that required IV drug therapy in hospital. Mean anti-PPS titers were significantly lower in transplanted patients who developed bacterial infections as compared with heart recipients who remained free of bacterial infections: after vaccination before transplantation (IgA anti-PPS, 12±10 vs 27±51 mg/dL, p=0.031), at day 7 after transplantation (IgA anti-PPS, 6±5 vs 13±12 mg/dL, p=0.01), at day 30 after transplantation (IgA anti-PPS, 6±5 vs 19±34 mg/dL, p=0.003 and IgM anti-PPS, 6±4 vs 14±19 mg/dL, p=0.002), at day 90 (IgA anti-PPS, 4±2 vs 17±10 mg/dL, p=0.003 and IgM anti-PPS, 7±4 vs 13±8 mg/dL, p=0.04) and at day 180 (IgA anti-PPS, 3±1 vs 15±9 mg/dL, p=0.003). Conclusion Low IgA and IgM anti-polysaccharide responses may predispose heart recipients to develop bacterial infections. IgA anti-PPS as a biomarker warrants validation in a multicenter study.

Resumen En los ultimos anos un procedimiento metodologico innovador ha permitido plantear el aprendizaje de las matematicas a partir de algoritmos abiertos basados en numeros (ABN) en una amplia poblacion escolar. El objetivo de este trabajo ha sido estudiar los perfiles cognitivos asociados al metodo ABN, comparandolo con el alumnado que siguen un procedimiento de algoritmos cerrados basado en cifras (CBC). Se han evaluado componentes cognitivos y matematicos a un total de 128 estudiantes de primer curso de educacion primaria. Se distribuyen en dos grupos —experimental (n = 74) y control (n = 54)— que siguen un aprendizaje matematico con metodologia ABN y CBC, respectivamente. El perfil cognitivo del grupo experimental enfatiza la importancia de la memoria de trabajo visuoespacial en el desempeno matematico. El alumnado instruido con el metodo ABN parece operar mejor con la memoria de trabajo, aplicando mentalmente las representaciones visuoespaciales en las que han sido entrenados.

The open calculation based on numbers (ABN) is an innovative mathematics teaching-learning methodology used with a huge number of school children. The aim of this work was to study the cognitive profiles associated to ABN method, compared to those following a closed procedure traditional methods based on ciphers (CBC). A total of 128 first-year students of Primary Education were evaluated on cognitive and mathematical performance. An experimental group ( n = 74) and a control group ( n = 54) were formed. The experimental group learned mathematic using the ABN methodology; the control group used a CBC methodology. The cognitive profile of the experimental group emphasized the significance of visuospatial working memory in mathematical performance. Students trained with ABN method seem to operate better with working memory, applying mentally visuospatial representations.

The acquisition of mathematical abilities is associated not only with several academic aptitudes but also with the development of particular cognitive skills. This study analysed the role of the general and specific domain precursors of informal mathematical thinking.A total of 109 4-year-old children (M = 59.30 months; SD = 3.56) participated in the study, in which the participants' informal math and cognitive variables were assessed. A stepwise regression model was calculated.The complex inferential model evidenced the role of the three general-domain variables analysed, in addition to numerical estimation as a specific-domain variable. 48.5% of participants' variability in informal mathematical thinking, evaluated with the TEMA-3 test, was explained by three of the general domain precursors: working memory, processing speed and receptive vocabulary; as well as by estimation, a specific-domain precursor. The model showed a higher explanatory statistical weight for boys (48.9%) than girls (37.5%).The model indicated that working memory and processing speed were the main predictors of informal mathematical thinking at the age of four. A joint remedial or preventative intervention, taking into account predictors of the specific and general domains, could be the optimal option to improve achievement in mathematics.

The main goal of this study was to analyse, using structural equation modeling, the contribution of predictors of both domain-general (working memory, processing speed and receptive vocabulary) and domain-specific (estimation and magnitude comparison) processes to informal mathematical performance (numbering, comparison, calculation and understanding of concepts) in preschoolers. A total of 158 preschool students (ages ranging from 52 to 64 months) participated in the investigation. Students were assessed with informal tasks measuring mathematical thinking, numerical estimation, symbolic and non-symbolic comparison-making, coding, receptive vocabulary, and backward digit span. Results showed that a structural equation model for multiple indicators and several factors could explain informal mathematical thinking capacity in young children. The model reduced specific-domain factor effects such as magnitude comparison. In conclusion, the effect of working memory was found to be less than the straight impact of the general-domain predictors considered in the study.

Information and Communication Technologies (ICT) have an increasing influence on the way we interact, learn, and live. The increase in teaching and learning methodologies that are mediated by ICT in the field of education and in the domestic settings encourages the design of new effective technological tools, supported by scientific research and development to improve student learning. The challenge psychology is facing in the education field is to promote those technologies and make them available to the education community. Technologies also would produce attractive items for users and realistic commercial issues for businesses. This also allows an effective transfer for scientific work, providing visibility to Research and Development. In this context, the main aim of the article is to describe the process to get an agreement between Babyradio (a children’s entertainment company: https://babyradio.es/) and our research team, starting a collaborative work between two groups of people (Babyradio’s technical designer and Psychologist-Engineers software designer), in order to create several educative applications (APPs) in the field of early mathematics cognition. The institutional framework of the relationship of the R&D project and a children’s entertainment company is described. The article also focuses on experience in Psychology, Technological Innovation, and Entrepreneurship. In considering the efficiency of the agreement, we present different APPs designed for tablets and smartphone devices, adapted to the different operating systems (IOS, Android, Windows). APPs are designed to instill the cognitive fundamentals associated with early math learning for students aged 4 to 7 years. The study developed after this babyradio-university enterprise agreement contributes to the development of mathematics skills in children, aged 4–7 years, so that they can successfully meet the mathematics school requirements; it also contributes to encouraging a more positive attitude toward mathematics. This study also suggests how the education system and software and educational content developers’ companies would manage verified instructional APPs, with a more realistic commercial perspective.

Early math skills are determined by higher cognitive processes that are particularly important for acquiring and developing skills during a child's early education. Such processes could be a critical target for identifying students at risk for math learning difficulties. Few studies have considered the use of a structural equation method to rationalize these relations. Participating in this study were 207 preschool students ages 59 to 72 months, 108 boys and 99 girls. Performance with respect to early math skills, early literacy, general intelligence, working memory, and short-term memory was assessed. A structural equation model explaining 64.3% of the variance in early math skills was applied. Early literacy exhibited the highest statistical significance (β = 0.443, p

La toma de apuntes es una estrategia generalizada del alumnado de Educación Superior y se ha constatado su influencia en el rendimiento académico. El uso del ordenador está desplazando al método tradicional de lápiz y papel. El presente estudio pretende arrojar luz sobre las ventajas y los inconvenientes derivados del uso de uno u otro método en la toma de apuntes en las aulas universitarias. Un total de 251 estudiantes universitarios de ciencias sociales y ciencias de la salud participaron en el estudio. Se plantearon dos condiciones experimentales: toma de notas de forma manual (n=211) y de manera electrónica (n=40). Se hallaron diferencias a favor del grupo que usó el ordenador en las tareas basadas en completar el abecedario, escribir frases y reconocer palabras anotadas previamente (p, Taking notes is a common strategy among higher education students, and has been found to affect their academic performance. Nowadays, however, the use of computers is replacing the traditional pencil-and-paper methodology. The present study aims to identify the advantages and disadvantages associated with the use of computer (typing) and pencil-and-paper (handwriting) for taking notes by college students. A total of 251 social and health science students participated in the study. Two experimental conditions were chosen: taking notes by hand (n=211), and taking notes by computer (n=40). Those that used computer-written notes performed better on tasks based on reproducing the alphabet, writing sentences, and recognizing words (p

Taking notes is a common strategy among higher education students, and has been found to affect their academic performance. Nowadays, however, the use of computers is replacing the traditional pencil-and-paper methodology. The present study aims to identify the advantages and disadvantages associated with the use of computer (typing) and pencil-and-paper (handwriting) for taking notes by college students. A total of 251 social and health science students participated in the study. Two experimental conditions were chosen: taking notes by hand (n=211), and taking notes by computer (n=40). Those that used computer-written notes performed better on tasks based on reproducing the alphabet, writing sentences, and recognizing words (p La toma de apuntes es una estrategia generalizada del alumnado de Educación Superior y se ha constatado su influencia en el rendimiento académico. El uso del ordenador está desplazando al método tradicional de lápiz y papel. El presente estudio pretende arrojar luz sobre las ventajas y los inconvenientes derivados del uso de uno u otro método en la toma de apuntes en las aulas universitarias. Un total de 251 estudiantes universitarios de ciencias sociales y ciencias de la salud participaron en el estudio. Se plantearon dos condiciones experimentales: toma de notas de forma manual (n=211) y de manera electrónica (n=40). Se hallaron diferencias a favor del grupo que usó el ordenador en las tareas basadas en completar el abecedario, escribir frases y reconocer palabras anotadas previamente (p

Desde la corriente de Alfabetización Emergente se investiga sobre los predictores de la competencia lectora. Uno de esos predictores es la conciencia fonológica. Nuestro estudio pretende comprender la secuencia normal de desarrollo en el mecanismo de adquisición lectora averiguando el grado de dificultad de distintas tareas de conciencia fonológica y su relación con la competencia lectora posterior, en 125 alumnos prelectores. Las evaluaciones han sido realizadas en dos momentos: 1) Educación Infantil de 4 y 5 años, y 2) 1º de Primaria y 2º de Primaria; respectivamente. Los instrumentos empleados han sido la Batería de Inicio a la Lectura (BIL 3-6) y el Test de Lectura y Escritura en Español. Los datos han sido sometidos a análisis de los descriptivos, a análisis correlacional, a análisis de regresión y ANOVA; y a análisis factorial. Los resultados muestran que a los alumnos prelectores les resultan más sencillas las tareas de aislar sílabas y fonemas junto con las tareas de contar sílabas, que la tarea de omisión de sílaba y la tarea de rima, resultando esta última la más difícil. Los resultados avalan que existe correlación entre el nivel de competencia lectora y las tareas de conciencia fonológica.

This article presents the results of a comparative study regarding the impact and contribution of two instructional approaches to formal and informal mathematical reasoning with two groups of Spanish students, aged four and five. Data indicated that for both age groups, children under the ABN method [Open Algorithm Based on Numbers (ABN)] (n = 147) achieved better results than the group under the CBC approach (Closed Algorithms Based on Ciphers) (n = 82), which is the widespread approach in Spanish schools to teach formal and informal mathematical reasoning. Furthermore, the comparative analyses showed that the effect is higher in the group of students who received more instruction on skills considered domain-specific predictors of later arithmetic performance. Statistically significant differences were found in 9 of the 10 dimensions evaluated by TEMA-3 (p < 0.01), as well as on estimation tasks in the number-line for the 5-year-old-group. However, the 4-year-old group only presented significant results in calculation and concepts tasks about informal mathematical reasoning. We discuss that these differences arise by differential exposure to specific number-sense tasks, since the groups proved to be equivalent in terms of receptive vocabulary, processing speed, and working memory. The educational consequences of these results were also analyzed.

Background The effects of individualised perioperative lung-protective ventilation (based on the open-lung approach [OLA]) on postoperative complications is unknown. We aimed to investigate the effects of intraoperative and postoperative ventilatory management in patients scheduled for abdominal surgery, compared with standard protective ventilation. Methods We did this prospective, multicentre, randomised controlled trial in 21 teaching hospitals in Spain. We enrolled patients who were aged 18 years or older, were scheduled to have abdominal surgery with an expected time of longer than 2 h, had intermediate-to-high-risk of developing postoperative pulmonary complications, and who had a body-mass index less than 35 kg/m(2). Patients were randomly assigned (1: 1: 1: 1) online to receive one of four lung-protective ventilation strategies using low tidal volume plus positive end-expiratory pressure (PEEP): open-lung approach (OLA)-iCPAP (individualised intraoperative ventilation [individualised PEEP after a lung recruitment manoeuvre] plus individualised postoperative continuous positive airway pressure [CPAP]), OLA-CPAP (intraoperative individualised ventilation plus postoperative CPAP), STD-CPAP (standard intraoperative ventilation plus postoperative CPAP), or STD-O-2 (standard intraoperative ventilation plus standard postoperative oxygen therapy). Patients were masked to treatment allocation. Investigators were not masked in the operating and postoperative rooms; after 24 h, data were given to a second investigator who was masked to allocations. The primary outcome was a composite of pulmonary and systemic complications during the first 7 postoperative days. We did the primary analysis using the modified intention-to-treat population. This trial is registered with ClinicalTrials.gov, number NCT02158923. Findings Between Jan 2, 2015, and May 18, 2016, we enrolled 1012 eligible patients. Data were available for 967 patients, whom we included in the final analysis. Risk of pulmonary and systemic complications did not differ for patients in OLA-iCPAP (110 [46%] of 241, relative risk 0.89 [95% CI 0.74-1.07; p=0.25]), OLA-CPAP (111 [47%] of 238, 0.91 [0.76-1.09; p=0.35]), or STD-CPAP groups (118 [48%] of 244, 0.95 [0.80-1.14; p=0.65]) when compared with patients in the STD-O-2 group (125 [51%] of 244). Intraoperatively, PEEP was increased in 69 (14%) of patients in the standard perioperative ventilation groups because of hypoxaemia, and no patients from either of the OLA groups required rescue manoeuvres. Interpretation In patients who have major abdominal surgery, the different perioperative open lung approaches tested in this study did not reduce the risk of postoperative complications when compared with standard lung-protective mechanical ventilation.

De acuerdo con las teorías constructivistas de Piaget, para que los niños pequeños aprendan matemáticas, es necesario enseñarles primero los procesos lógicos y su organización, puesto que estos serían “prerrequisitos” para la adquisición del concepto de número. De acuerdo con la reciente investigación científica contrastada sobre aprendizaje de las matemáticas, esta concepción piagetiana de la adquisición del número en el niño no está suficientemente justificada. Es claro que los escolares tienen mucho que aprender sobre aritmética y su comprensión del número mejora con la edad y con el aprendizaje, pero eso no significa que carezcan de nociones numéricas acertadas antes de llegar a la educación infantil, incluso desde el nacimiento. Piaget diseñó ingeniosos procedimientos para estudiar la adquisición de los prerrequisitos del número (seriación, conservación, correspondencia), pero lo que nos dice la investigación empírica al respecto es que cuando a los niños de 3 a 6 años se les presentan situaciones análogas a las ideadas por Piaget, de características no verbales, sus habilidades con los números progresan vertiginosamente. En este trabajo, a partir del experimento clásico de Piaget sobre la conservación del número, se analiza la teoría piagetiana de manera crítica desde los resultados encontrados en experimentos paralelos.

Challenging behaviors exhibited by individuals with developmental disabilities often hinder the acquisition of academic, social, and life skills. Functional analysis has been useful for assessing challenging behavior in various settings. The purpose of this study was to implement an operant methodology for recognizing the functional properties of challenging behavior in people with intellectual disabilities. Four adults diagnosed with profound intellectual disability received assessment under several experimental conditions using a functional analysis methodology: social attention as positive reinforcement, negative reinforcement such as the termination of demands, positive tangible reinforcements, absence of social contingencies, and escape from noisy stimuli. Results showed that different types of reinforcement or avoiding contingencies affected the rate of aggression, self-injury, disruption, stereotypy, or socially offensive behaviors, and functional analysis may potentially be a viable alternative for identifying challenging behaviors.

At present, we have been hearing from various educational and scientific forums the need to work on improving the mathematical learning of our students. Mathematics is considered by students as one of the most complex subjects and also the one with the least successful results in our students' grades. Mathematics researches have highlighted the need for early intervention to improve further development. Likewise, it is necessary to ease learning using attractive tools to students, such as new technologies for educational purposes. Otherwise, the use of home devices like tabs or smartphones approaches education a family environment, so that children can access learning while playing at home. The present study is about an application (APP) designed for tablets type iPad and smartphones adapted to the different current operating systems, and developed to influence the improvement of numerical sense of children. It is aimed at students in their early stages of education. This APP is presented as training target of magnitudes comparison, which is one of the main specific precursor skills to mathematics learning. This APP is based on cognitive models of numerical learning, and in turn provides the benefits derived from the use of one of the best support instruments for families, such as tablets and smartphones. The main aim of this work is to help to develop of the mathematical skills in children from 4 to 7 so that they can successfully meet school's requirements and solve situations in their daily lives.

Objective To assess the diagnostic accuracy of peripheral capillary oxygen saturation (SpO(2)) while breathing room air for 5 min (the 'Air-Test') in detecting postoperative atelectasis. Design Prospective cohort study. Diagnostic accuracy was assessed by measuring the agreement between the index test and the reference standard CT scan images. Setting Postanaesthetic care unit in a tertiary hospital in Spain. Participants Three hundred and fifty patients from 12 January to 7 February 2015; 170 patients scheduled for surgery under general anaesthesia who were admitted into the postsurgical unit were included. Intervention The Air-Test was performed in conscious extubated patients after a 30 min stabilisation period during which they received supplemental oxygen therapy via a venturi mask. The Air-Test was defined as positive when SpO(2) was >= 96% and negative when SpO(2) was >= 97%. Arterial blood gases were measured in all patients at the end of the Air-Test. In the subsequent 25 min, the presence of atelectasis was evaluated by performing a CT scan in 59 randomly selected patients. Main outcome measures The primary study outcome was assessment of the accuracy of the Air-Test for detecting postoperative atelectasis compared with the reference standard. The secondary outcome was the incidence of positive Air-Test results. Results The Air-Test diagnosed postoperative atelectasis with an area under the receiver operating characteristic curve of 0.90 (95% CI 0.82 to 0.98) with a sensitivity of 82.6% and a specificity of 87.8%. The presence of atelectasis was confirmed by CT scans in all patients (30/30) with positive and in 5 patients (17%) with negative Air-Test results. Based on the Air-Test, postoperative atelectasis was present in 36% of the patients (62 out of 170). Conclusion The Air-Test may represent an accurate, simple, inexpensive and non-invasive method for diagnosing postoperative atelectasis.

The present study aims at the functional analysis of behavior problems of a person with profound intellectual disability (ID), in order to design an effective behavioral intervention. An adult with profound ID and autistic traits belonging to a special school for adults (AFANAS-Jerez) was selected for the study. Using a methodology of functional analysis, the participant was observed under different conditions (attention, demand , tangible and alone) for three experimental sessions and three control sessions each one. In the experimental sessions differents environmental conditions were manipulated, presenting or removing different stimuli or situations and evaluating how these manipulations influenced in the behavior of the person. All sessions were collected by videotaping subsequently recorded and analyzed with The Observer XT software, obtaining systematic information concerning the frequency of problem behaviors. The results showed that the behavior problems presented by the participants were sensitive to different experimental conditions. Self-injurious behaviors were more sensitive to self-stimulation, while physical aggressive behaviors were more sensitive to the condition of attention and tangible positive reinforcement. Finally, stereotyped behaviors were more sensitive to positive social reinforcement and tangible social care by automatic reinforcement. In conclusion, the experimental sessions are a practical , simple and rapid procedure to apply, offering clear evidence about the role of problem behaviors, directing towards the design of personalized intervention programs, with The Observer XT useful tool for purposes research in functional analysis of behavior in natural contexts.Keywords. Functional analysis, Challenging behaviours, Intellectual Disability, The Observer XT.Resumen.El presente estudio tiene por objeto el análisis funcional de los problemas de conducta de una persona con discapacidad intelectual (DI) profunda, con la finalidad de diseñar una intervención conductual eficaz. Un adulto, con DI profunda y rasgos autistas, perteneciente a un centro de educación especial para adultos (AFANAS-Jerez) fue seleccionado para el estudio. Utilizando una metodología de análisis funcional, el participante fue observado bajo diferentes condiciones (atención, demanda, tangible y solitario) durante tres sesiones experimentales y tres sesiones control cada una. En las sesiones experimentales se manipularon las condiciones ambientales de la persona, presentando o eliminando diferentes estímulos o situaciones y observando cómo estas manipulaciones influían en la conducta de la persona. Todas las sesiones fueron recogidas mediante grabaciones en vídeo, posteriormente registradas y analizadas con el software The Observer XT, obteniendo información sistemática concerniente a la frecuencia de las conductas problemáticas. Los resultados mostraron que los problemas de conducta que presentaba el participante fueron sensibles a diferentes condiciones experimentales. Las conductas autolesivas fueron más sensibles a la autoestimulación, mientras que las conductas heteroagresivas físicas fueron más sensibles a la condición de atención y reforzamiento positivo tangible. Finalmente, las conductas estereotipadas fueron más sensibles al reforzamiento social positivo tangible y atención social que por reforzamiento automático. En conclusión, las sesiones experimentales constituyen un procedimiento práctico, sencillo y rápido de aplicar, que ofrece claras evidencias acerca de la función que cumplen las conductas problemáticas, orientando hacia el diseño de programas de intervención personalizados, siendo The Observer XT una herramienta útil con propósitos de investigación en análisis funcional de la conducta en contextos naturales.Palabras clave. Análisis funcional, Problemas de conducta, Discapacidad Intelectual, The Observer XT.

Las habilidades numericas pueden predecirse a traves de la presencia de determinados procesos cognitivos superiores en edades tempranas. Para ello, se realizo a 208 participantes de Educacion Infantil una valoracion cognitiva paralela a la evaluacion matematica, con el fin de constatar el posible papel predictor de los procesos cognitivos en el desempeno matematico. Los resultados del analisis de regresion lineal multiple mostraron que las habilidades numericas pudieron ser explicadas parcialmente por las siguientes variables cognitivas introducidas en el modelo: la medida de la alfabetizacion emergente, inteligencia, memoria de trabajo y a corto plazo verbal, y una de las dos medidas de inhibicion empleadas.

Los Estilos de Aprendizaje son el conjunto de rasgos cognitivos, fisiológicos y afectivos indicadores de cómo el alumnado percibe, interacciona y responde a los diferentes ambientes del aprendizaje. Cada alumno/a tiene su propio estilo de aprendizaje de adquirir los conocimientos. Los estudiantes, además de utilizar sus habilidades cognitivas y meta cognitivas, han de saber también jerarquizar, organizar y priorizar su aprendizaje. Si bien el estudio de los Estilos de Aprendizaje es muy común en los niveles de educación obligatoria, son menos los trabajos realizados en la enseñanza superior. En el presente estudio se reconoce a los estilos de aprendizaje como recursos didácticos imprescindibles para orientar un aprendizaje significativo. El estudio se ha llevado a cabo con alumnos universitarios de ingeniería. Se emplea un diseño metodológico descriptivo, no experimental y de corte transversal realizado en la carrera Ingeniería Forestal de la Universidad de Pinar del Río (Cuba). Un total de 120 estudiantes universitarios participaron en este estudio (53.3% mujeres y 46.6 % hombres). Los participantes han realizado el Cuestionario Honey-Alonso de Estilos de Aprendizaje (CHAEA). Las respuestas permitieron determinar el perfil de estilos de aprendizaje del alumnado, siendo el estilo reflexivo el de mayor representatividad, seguido de los estilos teórico, activo y pragmático. No se detectaron diferencias estadísticamente significativas en los estilos de aprendizaje entre los años académicos para los varones, pero sí se detectaron para las mujeres. Se evidencia una evolución de los estilos reflexivo y teórico con el nivel de profesionalización de los alumnos en la medida que transitan por los cursos académicos, estando en correspondencia con los mejores rendimientos académicos alcanzados. El estudio evidenció se trata de un valioso recurso que enriquece la orientación de la enseñanza en función de la diversidad y la mejora de los aprendizajes. Se analizan sus efectos sobre la formación de los ingenieros y se discute las fortalezas y debilidades en el campo aplicado de la enseñanza superior

Las Tecnologías del Aprendizaje y el Conocimiento (TAC) tienen una influencia cada vez mayor en la manera de mediar el aprendizaje de los más jóvenes. El incremento del proceso de enseñanza y aprendizaje mediado por las TAC en el ámbito de la educación y en el ámbito doméstico, induce a la creación de nuevas herramientas efectivas, avaladas por la ciencia y diseñadas para mejorar el aprendizaje de nuestros alumnos. El desafío al que se enfrenta la psicología de la educación consiste en fomentar éstas tecnologías y ponerlas al servicio de la comunidad educativa y sin perder de vista el hecho de generar productos atractivos para los usuarios y que puedan generar rendimiento comercial para las empresas. Pretendiendo generar además de una transferencia efectiva de la labor científica, el aumento en la visibilidad de la investigación. En este trabajo, presentamos 9 aplicaciones (APPs) diseñadas para Tablet y Smartphone, adaptadas a los diferentes sistemas operativos actuales, destinadas a trabajar sobre las bases cognitivas asociadas con el aprendizaje de la matemática temprana. Con el objeto de crear una herramienta atractiva para el alumnado de 4 a 7 años, se ha contado con la colaboración de la empresa de entretenimiento y divulgación infantil Babyradio, colaborando en el desarrollo gráfico y en la transferencia de los resultados de la inves tigación. Una vez demostrada la validez empírica de estas APPs, los maestros, el sistema educativo y las empresas de software dispondrían de un material de apoyo didáctico contrastado. El objetivo principal del trabajo es contribuir en el desarrollo de las habilidades matemáticas de los niños de 4 a 7 años para que estos puedan afrontar con éxito los requerimientos de la escuela y para que puedan resolver situaciones en sus vidas diarias, promoviendo por otro lado, el cambio actitudinal del alumnado con respecto a las matemáticas

Purpose The IgG antibody response against polysaccharide microbial antigens is enriched for IgG2 antibodies, which possess characteristics that are likely to enhance opsonisation of these antigens. IgG2 molecules are more effective than other IgG subclasses in opsonising antigens with a high epitope density. Lower IgG2 concentration has been found to be a risk factor of death after community acquired pneumonia. Infection is still a major cause of death during the first year after heart transplantation. In this study we evaluated the prevalence of IgG2 insufficiency in heart recipients before transplantation and its relationship with the risk for development of severe deadly infections. Methods 119 patients evaluated in a single center were included. Prospective follow-up was performed to identify the clinical outcomes: early deadly infections during the first month and deadly infections during the follow-up after transplantation. In this study using the Binding Site nephelometry test, IgG2 insufficiency was defined as IgG2 levels below 2.72 mg/dL. Results In the pre-transplant evaluation 46 (38.7%) patients were found to have IgG2 insufficiency. Early deadly infections were more prevalent among patients with IgG2 insufficiency (RH 2.68, 95% CI 1.10-6.53, p=0.029). Use of mechanical ventilation, pre-transplant infections and pre transplant use of ventricular assist devices were risk factors of early deadly infections. In multivariate regression analysis IgG2 insufficiency remained in the model (RH 4.18, 95% CI 1.20-14.47, p=0.024). IgG2 insuficiency was also a risk factor of deadly infections (RH 4.27, 95% CI 1.37-13.26, p=0.012) and a risk factor of 1-year all-cause mortality (RH 2.68, 95% CI 1.10-6.53, p=0.029). Conclusion Pre-transplant IgG2 insufficiency is a risk factor of bad outcome after transplantation. This immunological biomarker warrants evaluation in a multicenter study.