Vera Lúcia Marques de Figueiredo

WISC-III e WAIS-III: alterações nas versões originais americanas decorrentes das adaptações para uso no Brasil

This paper presents the main alterations that were made in the Brazilian versions of the tests WISC-III and WAIS-III. Empirical analyses were based on a sample of 801 children living in the urban area of Pelotas-RS and 788 adolescents and adults living the metropolitan area of Belo Horizonte-MG and they resulted in changes in the original versions of the tests, with respect to: the content of some items of the verbal scale; the order of presentation of the items of the scales; the time limit and bonus concession; the criteria to start and discontinue the application; the establishment of norms for age. In spite of the fact that each study was restricted to one urban area of the country, their results reinforce the importance of adaptation and validation studies of instruments that have been developed in a context that is different from those in which they will be used.

Desempenhos nas duas tarefas do subteste dígitos do WISC-III e do WAIS-III

Digit Span subtest is comprised in the WISC-III and WAIS-III and it constitutes an attention and working memory measure. Assuming that performance in each part of this subtest implies in different cognitive functions, the determination of performance patterns and of discrepancies can be useful in clinical evaluation. The present article shows the results of the samples of Brazilian standardization of the tests WISC-III and WAIS-III in the forward and backward orders of the digits, analyzing the discrepancies between each of them. Subjects remembered a larger number of digits in the forward than in the backward. In WISC-III, the median of the maximum amount of digits retained by children was five digits in the forward and three in the backward. In WAIS-III, the median was five digits in the forward and four digits in the backward. The number of digits retained was lower than the reported for the American standardization samples.

Escala Hamilton: estudo das características psicométricas em uma amostra do sul do Brasil

Objective To investigate the psychometric characteristics of a translated version of the scale, proposing a reviewed version in order to attend the transcultural adaptation criteria. Methods This study included 231 subjects – depressed (45.5%), bipolar (7.8%), and healthy (46.7%) – who participated of an epidemiological research in southern Brazil. The evaluation of mental disorders was made through Clinical Interview for DSM-IV (SCID) and a translated version of the Hamilton Scale (HAM-D), usually utilized in Brazil without adaptation studies. Results The ROC curve analysis identified the cutoff (9 points) to discriminate the presence or absence of depression, resulting in a sensibility and specificity of 90 and 91%, respectively. The internal validity was investigated by the factorial analysis and consistence of the items. It was observed that all 17 original items, except “Consciousness”, presented psychometric quality to evaluate general depression, and that there were five dimensions underling those 16 items: Depressed humor, Anorexia, Insomnia, Somatization, and Anxiety, and all of them, excepting the last, showed homogeneity in their constructs (alpha coefficients between 0.66 and 0.78). On content analysis, five specialists suggested editing changes in seven items. Conclusion This study determinates a different cutoff and psychometric evidences favourable to the use of HAM-D in Brazil.

Teste de inteligência WISC-III adaptando para a população brasileira

This article shows some ofthe data ofthe adaptation forthe Brazilian population ofthe intelligence test WISCIII (Wechsler Intelligence Scale for Children-Third Edition) found until the present moment. The data shown are the results of the verbal subtest ofthe WISC-III put into practice with a initial population constituted by 116 children 6 to 16 year-old. They were attending public and private schools of the Rio Grande tawn in Rio Grande do Sul State, Brazil. The results, showed internal validity and consistency. Considering the population, age, school failure and location of the school were aspects that had influence over the results. These variables should be controlled during the following research. The analisys indicated the need ofaltering some ofthem. specially in the subtests Information and Vocabulary.

Habilidades cognitivas de crianças e adolescentes com distúrbio de aprendizagem

Resumo Disturbio de aprendizagem e um problema escolar e social, sendo uma das principais causas de encaminhamento de criancas para avaliacao psicologica. Esta pesquisa teve por objetivo investigar habilidades cognitivas de criancas e adolescentes com disturbio de aprendizagem. Neste estudo foram avaliadas 263 criancas de escolas publicas com o teste de inteligencia WISC-III. A amostra constituiu-se de alunos entre 6 e 16 anos (media=9 anos), sendo 69,2% do sexo masculino. Problemas na leitura e deficit de atencao foram identificados como fatores mais comuns no grupo estudado. Os subtestes Informacao, Semelhancas, Aritmetica, Digitos, Codigo e Arranjo de Figuras foram os que apresentaram menores escores caracterizando o perfil ACIDAS. Quanto a capacidade intelectual geral, a media do QI Total foi classificada como limitrofe. Os resultados evidenciaram uma discrepância entre o raciocinio verbal (QI Verbal=82) e nao-verbal (QI Execucao=80). De acordo com a literatura, a discrepância esperada seria no sentido inverso. Palavras-chave: Problemas de aprendizagem; Inteligencia; WISC-III. Cognitive profile in children and adolescents with learning disabilities

Adaptação transcultural do Questionário sobre Conhecimento de Doenças Sexualmente Transmissíveis para o português brasileiro

Objective To adapt the Sexually Transmitted Disease Knowledge Questionnaire (STD-KQ) for the Portuguese of Brazil. Methods The instrument was translated to Portuguese and back-translate to English to independently. Six judges participated of the face validity and content validity. Content validity was measured by the Content Validity Coefficient for each item (CVCc) and for the whole questionnaire (CVCt). The discussion was established with focus groups formed with 15 users of community center and 15 college students. The theoretical dimension of the instrument was calculated using the kappa coefficient. Results One item was retired because of a lower content validity (CVCc < 0.80). Two questions about syphilis were appended. For theoretical dimension there was substantial agreement among the judges. Conclusion These results show that for clarity of language (CVCt = 0.89), relevance practice (CVCt = 0.92) and theoretical relevance (CVCt = 0.93), the proposed items seem appropriate for conducting future research on the validity construct and reliability, which will produce evidence about the applicability of this questionnaire for evaluation of knowledge in the research field.

Estrutura fatorial do WISC-III em crianças com dificuldades de aprendizagem

This work contributes to the investigation of a factorial model that is more appropriate for Brazilian children with learning disabilities (LD). 263 WISC-III test protocols of public school students with academic difficulties referred by their teachers for psychological evaluation were analyzed. Statistical techniques of exploratory factor analysis and confirmatory factor analysis were performed. This study, besides corroborating the factor structure defined in the Brazilian standardization, meets the results of the international research for the definition of four-factor model as the best adjusting for the LD population. Although we have also identified two three-factor models as advantageous as to the fit, parsimony and theoretical interpretability, the four-factor structure is the most suitable for clinical interpretation of the scores that express the LD group cognitive abilities, since it allows us to leverage existing standards of WISC-III for the general population.

Construction of a biological rhythm assessment scale for children

Introduction Biological rhythm is associated with the level of alertness, cognitive performance and mood of the individuals. Its regularity is essential to preserve good health and quality of life. Objective To present the steps for the construction of the scale entitled Biological Rhythm Interview of Assessment in Neuropsychiatry - Kids (BRIAN-K), designed to measure biological rhythm disruptions in Brazilian children and adolescents. Methods Items were developed following the adult version of the scale. Analysis of the psychometric characteristics of the scale was based on the responses of 373 parents/caregivers of school age children (7 and 8 years old). Results A theoretical model of 17 items with the purpose of evaluating four domains (sleep, activities, social rhythm and eating pattern) was determined using exploratory factor analysis (EFA) and via identification of a general factor. The psychometric properties of the BRIAN-K showed favorable properties. Conclusion Only two items needed to be rewritten. Further studies are needed to investigate the instruments adequacy to different age groups and additional evidence of validity and reliability.

WISC-III factor structure for children with learning disabilities

This work contributes to the investigation of a factorial model that is more appropriate for Brazilian children with learning disabilities (LD). 263 WISC-III test protocols of public school students with academic difficulties referred by their teachers for psychological evaluation were analyzed. Statistical techniques of exploratory factor analysis and confirmatory factor analysis were performed. This study, besides corroborating the factor structure defined in the Brazilian standardization, meets the results of the international research for the definition of four-factor model as the best adjusting for the LD population. Although we have also identified two three-factor models as advantageous as to the fit, parsimony and theoretical interpretability, the four-factor structure is the most suitable for clinical interpretation of the scores that express the LD group cognitive abilities, since it allows us to leverage existing standards of WISC-III for the general population.

Estructura factorial del WISC-III en niños con problemas de aprendizaje

This work contributes to the investigation of a factorial model that is more appropriate for Brazilian children with learning disabilities (LD). 263 WISC-III test protocols of public school students with academic difficulties referred by their teachers for psychological evaluation were analyzed. Statistical techniques of exploratory factor analysis and confirmatory factor analysis were performed. This study, besides corroborating the factor structure defined in the Brazilian standardization, meets the results of the international research for the definition of four-factor model as the best adjusting for the LD population. Although we have also identified two three-factor models as advantageous as to the fit, parsimony and theoretical interpretability, the four-factor structure is the most suitable for clinical interpretation of the scores that express the LD group cognitive abilities, since it allows us to leverage existing standards of WISC-III for the general population.