Cristina Pinto Albuquerque

Rapid Naming Tests: Developmental Course and Relations with Neuropsychological Measures

A Digits Rapid Automatized Naming (RAN) test and a Colors and Shapes Rapid Alternating Stimulus (RAS) test were administered to 904 Portuguese, normally achieving children (ages 7 to 15), in order to examine these tests scores developmental course. The results showed that the two tests have slightly different developmental trajectories. In addition, the two tests associations with a large number of neuropsychological measures were determined in three age groups (7-9 years, n = 301; 10-12 years, n = 299; 13-15 years, n = 304). The neuropsychological measures addressed attention/executive functions, motor behavior, verbal memory, visual memory and language. The results indicated that each one of the rapid naming tests brings into play not entirely coincident processes. Although, they converge in terms of their associations with language and attention measures, Colors and Shapes RAS test is more demanding in cognitive and linguistic terms. In addition, while Digits RAN test has little in common with short-term memory, Colors and Shapes RAS test relates moderately with short-term memory, due to the increased demands in terms of effort, access and retrieval of the phonological labels that correspond to the different stimuli categories. The need to differentiate between the two rapid naming tests is supported.

Assessing ‘empowerment’ as social development: goal and process

ABSTRACT Empowerment is a concept widely used in several policy documents and is presented, in social work and social care professional universes, as an operative process to reduce vulnerability and to increase the power, or capabilities, of individuals and groups to make choices and to transform these into actions and results. However, to move beyond rhetoric and paternalistic practices, we need to understand what empowerment really means and implies in different contexts, and especially, how to evaluate what has changed (outcomes) or is changing (processes), both on an individual and a collective level.

Factor Structure and Measurement Invariance of the Coimbra Neuropsychological Assessment Battery (BANC)

Objective This study aimed to investigate the factor structure of the Coimbra Neuropsychological Assessment Battery (BANC), which is an individually administered battery designed to assess a wide range of neurocognitive functions in children. Method Using the standardization sample of the BANC, a confirmatory factor analysis and a multiple-group analysis were conducted to examine the factor structure and the measurement invariance of three main domains (Memory, Language, and Attention/Executive Functions) in 833 children aged 7-15 years. Results Consistent with the BANCs conceptualization, the three-correlated-factor model demonstrated the most adequate fit to the data. The measurement invariance of the three-correlated-factor model across two age-groups (7-9 years and 10-15 years) was supported (configural, metric, and partial scalar invariance). Conclusion Overall, the BANC shows adequate psychometric properties and provides useful information regarding the childrens neuropsychological functioning.

Unemployment: transitions experiences

Work appears as an important determinant in psychological health and well-being (Blustein, 2008). However, the current structure of the labor market is complex, unpredictable and unstable, making it necessary to rethink the meaning of work in human existence. This article focuses on the different types of transitions (voluntary vs. involuntary) as well on the different reactions to unemployment, and presents some intervention strategies in the context of career counseling, conceived as a (possible) response to changes in employment.

Validating the Preschool and Kindergarten Behavior Scales-2: Preschoolers with autism spectrum disorders

Social skills deficits and some behavior problems are a well-established issue in preschoolers with autism spectrum disorder (ASD). However, most of the studies available analyze social skills or behavior problems of children with ASD, but not both. The present study intends to compare the social skills and behavior problems of 32 preschoolers with ASD paired with 32 typically developing preschoolers, as evidence of validity of the Portuguese version of the Preschool and Kindergarten Behavior Scales - Second Edition (PKBS-2). Each child was rated independently by parents and teachers. Results showed a statistically significant difference in all PKBS-2 scores between the two groups, with the children with ASD rated with fewer social skills and more behavior problems by both informants. The discriminant analysis highlighted the three Social Skills, the Over-Activity/Lack of Attention and Social Withdrawal subscales as more accurate in differentiating between the two groups. The implications of using a single behavior rating scale that can be filled in by different informants (parents and teachers) to assess positive and negative behaviors are emphasized. Furthermore, the usefulness of the PKBS-2 as a screening assessment tool that could be used in clinical practice and intervention with preschoolers with ASD is discussed.

ICT in Social Care Practices: Opportunities and Critical Issues

In the present article, the author will discuss the critical questions associated with the use of ICT in social care practices as well as the possibilities generated by them in terms of innovation, effectiveness and efficiency of solutions and responses. At this level, she will underline the connection between social care and ICT, namely in what concerns the information, knowledge and participatory processes and the strategic diagnosis of needs and resources.

Maus-tratos em crianças e adolescentes com deficiência e/ou perturbações do desenvolvimento

A presente investigacao tem como principal objetivo analisar as caracteristicas da associacao entre deficiencia e/ou perturbacoes do desenvolvimento e maus-tratos na populacao infanto-juvenil portuguesa, e destacar as respectivas implicacoes no dominio da educacao especial. A amostra e constituida por 198 criancas e adolescentes com deficiencia e/ou perturbacoes do desenvolvimento, que foram vitimas de maus-tratos. A informacao foi recolhida atraves de um questionario, elaborado para este fim, e respondido por psicologos e assistentes sociais. Em termos dos resultados obtidos, verificou-se que o maltrato misto (associacao entre duas ou mais formas de maltrato) foi o mais comum, seguindo-se a negligencia. Os agentes de maltrato mais frequentes foram os progenitores. A deteccao dos maus-tratos foi efetuada, em regra, na etapa pre-escolar, sendo as suas principais fontes as instituicoes/servicos que ja acompanhavam a familia. Foi tambem detectada uma elevada percentagem de problemas de saude fisica e mental, de dependencias e de dificuldades de insercao social nos pais destas criancas/adolescentes. A quase generalidade das criancas e familias beneficiou de alguma intervencao apos a sinalizacao dos maus-tratos. No que respeita a conclusoes, e uma vez que os maus-tratos tendem a ocorrer cedo e em familias com multiplos fatores de risco, apontam-se estrategias de intervencao familiar e sublinha-se a importância que os programas de intervencao precoce podem revestir. Tambem se indica o papel que os professores podem desempenhar na deteccao dos maus-tratos e realca-se a relevância e a composicao dos programas direcionados para o ensino de estrategias de protecao e autodefesa.

Psychometric Properties of the Portuguese Version of the Quality of Life Questionnaire (QOL-Q).

BACKGROUND This study analyzes the psychometric properties of the Portuguese version of the Quality of Life Questionnaire (QOL-Q; Quality of Life Questionnaire Manual - 1993 Manual and 2004 Revision. 2004, IDS Publishing Company, Worthington, OH; Schalock & Keith 2004). METHOD The analysis of the factorial structure was carried out on a sample of 304 adults with intellectual disabilities, through the use of confirmatory (CFA) and exploratory (EFA) factor analysis. The relationships of the QOL-Q with life satisfaction and self-concept measures were determined in groups composed of respectively 72 and 78 adults with intellectual disabilities. RESULTS Confirmatory factorial analysis indicated a poor adjustment of the original factor structure to the Portuguese data. EFA indicated the existence of four factors, which include 30 items, and that were also supported by CFA. The total score of the QOL-Q revealed a reduced correlation with life satisfaction, and a moderate correlation with the self-concept. CONCLUSIONS The Portuguese version of the QOL-Q shows satisfactory psychometric properties, but also some limitations.

Attitudes of parents of typically developing children towards school inclusion: the role of personality variables and positive descriptions

ABSTRACT Attitudes of parents of typically developing children (TDC) towards school inclusion have been neglected by researchers. This study characterises the attitudes of parents of TDC towards school inclusion of a child with some type of disability. The research also analyses the impact of the type of disability and of the neutral or positive description of the child with a disability. The associations between parental attitudes and the Big Five personality dimensions are examined. The attitudes of 360 parents of TDC were assessed through the survey Children with Difficulties at School. The NEO Five Factor Inventory was also used. Parents tended to demonstrate neutral attitudes towards the inclusion of children with some kind of disability. Attitudes were more positive towards children with Hearing Impairment than towards children with Down syndrome or Behaviour Disorder; parental attitudes were also more positive when the child with a disability was described in a way that stressed his/her abilities. Small but statistically significant associations were found between personality dimensions and parental attitudes. The results suggest that disabilities should be portrayed in a positive manner.

Inclusion of people with disabilities: Inclusive panorama in higher education in Brazil and Portugal

ABSTRACT The inclusion of people with disabilities has been taking hold in todays society due to political actions and speeches since the 1990s. The fact is that the issue is already a matter of rights called for by NGOs, families and disabled people themselves since the middle of the 20th century and which are consolidated, in a more specific way, by legal means. One of these universes of legal affirmation is the university. With these considerations, this study starts from a bibliographic analysis with the use of laws, considering the policy towards people with disabilities related to inclusion in the university in the Brazilian and Portuguese context, with perspectives to question the validity of this inclusion. It is a moment of experience and reflection in the context of the inclusion policy debate. Given this, the analyses make it possible to infer that, despite all legal achievements, the practice of citizenship is still confusing both in Brazil and Portugal, but with advances in attitudinal, architectural and communication barriers, which tends to promote more actions towards inclusion.