RESUMO. A Bateria de Avaliação Frontal (FAB) é um teste de rastreio que mede as funções executivas. Embora esse instrumento tenha sido validado em vários países, sua utilidade diagnóstica em uma população chilena ainda não foi estudada. Objetivos: (1) Adaptar a FAB para uma população chilena; (2) estudar as propriedades psicométricas da FAB em uma população chilena; (3) avaliar a influência sociodemográfica no desempenho da FAB em uma amostra de controles saudáveis; e (4) desenvolver dados normativos para este último grupo. Métodos: Um grupo controle saudável (n=344) e um grupo de pacientes com demência (n=156) foram avaliados com a versão chilena da FAB. Resultados: A FAB apresentou boa consistência interna (alfa de Cronbach=0,79) e validade aceitável com base na relação com outras variáveis. A análise fatorial mostrou a unidimensionalidade do instrumento. Diferenças significativas foram encontradas no valor total da FAB entre os grupos controle saudável e demência. Com a amostra pareada, o ponto de corte estabelecido foi de 13,5, que apresentou sensibilidade de 80,8% e especificidade de 90,4%. A análise de regressão mostrou que a escolaridade e a idade predisseram significativamente o desempenho da FAB no grupo saudável. Finalmente, os dados normativos são fornecidos. Conclusões: O presente estudo mostrou que a FAB é uma ferramenta útil para discriminar entre pessoas saudáveis e aquelas com demência. No entanto, mais estudos são necessários para explorar a capacidade do instrumento para caracterizar a síndrome disexecutiva em pessoas com demência na população chilena.

ABSTRACT. The Frontal Assessment Battery (FAB) is a screening test that measures executive functions. Although this instrument has been validated in several countries, its diagnostic utility in a Chilean population has not been studied yet. Objectives: This study aimed to (1) adapt FAB in a Chilean population; (2) study the psychometric properties of the FAB in a Chilean population; (3) assess the sociodemographic influence in the performance of the FAB in a sample of healthy controls (HC); and (4) develop normative data for this healthy group. Methods: A HC (n=344) and a group of patients with dementia (n=156) were assessed with the Chilean version of FAB. Results: FAB showed good internal consistency (Cronbach's alpha=0.79) and acceptable validity based on the relationship with other variables. Factor analysis showed the unidimensionality of the instrument. Significant differences were found in the total FAB value between the HC and dementia groups. With the matched sample, the established cutoff point was 13.5, showing a sensitivity of 80.8% and a specificity of 90.4%. Regression analysis showed that education and age significantly predicted FAB performance in the healthy group. Finally, normative data are provided. Conclusions: This study shows that FAB is a useful tool to discriminate between healthy people and people with dementia. However, further studies are needed to explore the capacity of the instrument to characterize the dysexecutive syndrome in people with dementia in the Chilean population.

ABSTRACT: This study presents the evidence of reliability and validity for TADI in a sample of Chilean infants and children with Down syndrome (DS), accordingly to international standards. Forty-eight children with confirmed medical diagnosis of DS and their typical peers were matched by chronological age (M = 4,79, DE = 1,7 years). Children with DS were selected using a non-probabilistic procedure and, children with typical development were randomly selected from ELPI’s data base (2013). Data was obtained from Test de Aprendizaje y Desarrollo Infantil (TADI), Wechsler Intelligence Scale, third edition-Chilean version (WISC-IIIv.ch.), Leiter International Performance Scale, socioeconomic questionnaire and a survey about the medical condition. The evidence of reliability was stablished via Cronbach’s Alpha, the evidence of validity was based on the analysis of content, internal structure and relation with other variables. Results showed good levels of reliability. The evidence of validity shows the content is adequate to explore development, there are not floor or ceiling effects, the internal structure for the group with DS is different from the one reported in the original test and there is strong relation with the external criteria. The professionals should be careful in the interpretation process and future studies must complete these results.

RESUMEN: Este estudio ofrece un análisis de la evidencia de validez y confiabilidad para el uso de TADI, según los estándares internacionales, en infantes y niños chilenos con síndrome de Down (SD). Participaron 48 niños de Santiago, La Calera y Rancagua, incorporados tras muestreo no-probabilístico, con diagnóstico médico confirmado de SD y sus pares con desarrollo típico, pareados por edad cronológica (M = 4,79, DE = 1,7 años), seleccionados de manera aleatoria desde la base de datos ELPI (2013). Se analiza la evidencia de confiabilidad, vía análisis de consistencia de interna, así como la evidencia de validez de contenido, de estructura y por relación con otras variables. Para la medición fueron utilizados el Test de Aprendizaje y Desarrollo Infantil (TADI), la Escala Wechsler de Inteligencia, tercera edición-versión chilena (WISC-IIIv.ch.), el Leiter International Performance Scale, cuestionario socioeconómico y cuestionario sobre características de la condición médica. Los resultados sugieren una consistencia interna apropiada, la evidencia de validez indica que el contenido de la prueba es apropiado, no se registran efectos techo ni piso, hay diferencias en la estructura interna registrada en el grupo de SD y una adecuada relación con variables de criterio externo. Los profesionales requieren criterio para el uso de esta prueba en la muestra de interés y futuros estudios deberán ampliar los resultados presentados.

This paper addresses the problem of anxiety related to traditional assessment, which can affect assessment outcomes and underestimate the performance of subjects. Invisible assessment makes it possible to evaluate subjects without making them feel like they are being evaluated. Invisible evaluation tests were developed for touch screen tablets for 3 cognitive domains: intelligence, calculation, and reading. These tests were applied to 337 children from kindergarten through third grade, who attended 3 mixed-funding schools in Santiago, Chile. The schools were convenience sampled and all the children whose parents signed the informed consent form were included. The final sample was randomly distributed among the domains. Correlations between traditional assessment tests and invisible assessment tests were observed. Children reported a preference for invisible assessment over traditional assessment. Subjects with low academic performance obtained better scores on invisible assessment tests than on traditional tests, according to a mixed factors analysis of variance. These findings suggest that it is possible to assess cognitive domains with non-traditional instruments and that they can reveal the real academic performance of subjects.

Se aborda el problema de ansiedad relacionado con las evaluaciones tradicionales, que pueden afectar los resultados y subestimar el rendimiento de los sujetos. Las evaluaciones invisibles permiten evaluar a los sujetos sin que estos tengan la sensación de ser evaluados. Se desarrollaron pruebas de evaluación invisible en soporte tableta táctil, considerando los dominios cognitivos de inteligencia, cálculo y lectura, las que fueron aplicadas a 337 niños, entre kínder y tercero básico, de 3 colegios particulares subvencionados de Santiago, Chile. Los colegios fueron seleccionados por conveniencia, incluyendo a todos los niños cuyos padres firmaron consentimiento informado. La muestra final se distribuyó al azar entre los dominios. Se observaron correlaciones entre las pruebas de evaluación tradicional e invisible. Los niños reportaron una preferencia por las pruebas de evaluación invisible por sobre las tradicionales. Según un análisis mixto de varianza, los niños con bajo rendimiento escolar obtuvieron mejores resultados en las pruebas de evaluación invisible que en las tradicionales. Los resultados sugieren que es posible evaluar dominios cognitivos con instrumentos no tradicionales, permitiendo estos el acceso al rendimiento real de los sujetos.

The recent standardization of Wechsler Adult Intelligence Scale (WAIS) in its fourth version in Chile forces to test the impact that cultural and environmental conditions can have on people's intellectual performance. The present study compared the performance of young people from rural and urban areas of the Biobío region, segmented by parental education level as proxy variable to socioeconomic status. Results showed an interaction effect between socioeconomic status and place of residence. Verbal Comprehension and Working Memory are the constructs that received a higher impact of the socioeconomic status. Future studies are expected to contribute to research on cognitive abilities in rural and socially deprived sectors in Chile.

La reciente estandarización en Chile de la Escala Wechsler de Inteligencia para Adultos (WAIS), en su cuarta versión, obliga a investigar el impacto que condiciones culturales y ambientales pueden tener sobre el rendimiento intelectual de las personas. El presente estudio comparó el desempeño de jóvenes provenientes de sectores rurales y urbanos de la región del Biobío, segmentados según nivel educativo de los padres como variable de aproximación al nivel socioeconómico. Los resultados muestran un efecto de interacción entre el nivel socioeconómico y el lugar de residencia. Comprensión verbal y memoria de trabajo son los constructos que reciben un mayor impacto del nivel socioeconómico. Se espera que futuros estudios contribuyan a la investigación de habilidades cognitivas en sectores rurales y socialmente deprivados de Chile.

Objetivo. A partir de las escasas propuestas de intervención de la lectura en población infantil colombiana, el presente estudio tiene por objetivo evaluar el impacto de un programa de intervención de la lectura, centrado en juego y aprendizaje implícito, sobre el desempeño lector en niños con dificultades lectoras, inmediatamente después y seis meses posteriores a la aplicación del programa. Método. Por medio de un diseño cuasi - experimental, transversal y comparativo, se evaluaron 20 niños, entre los 7 y 9 años de edad, con un desarrollo psicológico típico, quienes asistían regularmente a un colegio público de la ciudad de Cali (Colombia). Las evaluaciones pre y post incluyeron la aplicación de pruebas que exploran conciencia fonológica, capacidad lectora y rendimiento cognitivo general. Estos datos se emplearon para calcular diferencias entre los desempeños de los niños, obtenidos en la preintervención, posintervención inmediata y a largo plazo. Resultados. Los datos recogidos demostraron que los niños mejoran significativamente su rendimiento lector inmediatamente después de la aplicación del programa, con un efecto que se mantiene a largo plazo. Conclusión. Las dificultades lectoras que presentan los niños participantes pueden mejorarse con la aplicación de un programa de intervención de la lectura, centrado en el juego y aprendizaje implícito.

Objective. Colombian scientific literature on reading acquisition and rehabilitation of reading difficulties is limited. For this reason, this study aims to prove the impact of an intervention program for reading, based on play and implicit learning, in children with non-specific reading disabilities, after finishing the program and 6 months later. Method. Using a cross - sectional and comparative design, 20 children, between 7 to 9 years old, with typical psychological development with regular attendance at a school in Cali (Colombia), participated voluntary in this study. Pre and post - assessment included the evaluation of phonological awareness, reading skills and general cognitive functioning, that were used to establish if there were differences between the three times of assessment. Results. Children showed significant improvement in their reading skills after their participation in the intervention program, maintaining the effect in the long term. Conclusion. Non - specific reading difficulties can be improved with an intervention program of reading, based on play and implicit learning.

Escopo. A partir das escassas propostas de intervençÃo da leitura em populaçÃo infantil colombiana, o presente estudo tem por escopo avaliar o impacto de um programa de intervençÃo da leitura, centrado no jogo e aprendizagem implícita, sobre o desenvolvimento leitor de crianças com dificuldades leitoras, imediatamente depois e seis meses após à aplicaçÃo do programa. Metodologia. Usando uma pesquisa comparativa quasi -experimental, transversal, foram avaliadas 20 crianças, entre os 7 e 9 anos de idades, com um desenvolvimento psicológico típico, que assistem regularmente a uma escola pública da cidade de Cali (Colômbia). As avaliações pre e post incluíram a aplicaçÃo de provas que exploram consciência fonológica, capacidade leitora e rendimento cognitivo geral. Esses dados foram utilizados para calcular as diferenças entre o desempenho das crianças obtido na pré - intervençÃo, imediatamente após a intervençÃo, e longo prazo. Resultados. Esta análise demostrou que as crianças melhoraram significativamente seu rendimento leitor imediatamente depois da aplicaçÃo do programa, com um efeito que se mantem ao longo prazo. ConclusÃo. As dificuldades leitoras que apresentam as crianças podem ser melhoradas com a aplicaçÃo de um programa de intervençÃo da leitura centrado no jogo e aprendizagem implícito.

La relación entre inteligencia y educación es compleja. Aunque es una discusión no resuelta, hay modelos teóricos que consideran la inteligencia como producto de la educación, bajo mediación de las habilidades lectoras. La calidad educativa parece ejercer un efecto determinante sobre el desarrollo intelectual, con un impacto aún más importante cuando se trata de niños con dificultades lectoras. Este es un estudio longitudinal a tres años que evaluó el impacto de la calidad de la escuela sobre la evolución de coeficiente intelectual en niños con retraso lector. Los resultados muestran desempeños diferenciados en función de la calidad de la escuela (F [2, 112]= 4.310, p< 0.05). Se observa una disminución significativa en las habilidades verbales de los niños que asisten a la escuela de menor calidad (F [2, 112]= 4.184, p<0.05). Los resultados se discuten a la luz de la calidad en las oportunidades educativas y el papel que el desarrollo lector tiene en la relación entre educación e inteligencia

The relationship between intelligence and education is complex. While the matter has not been settled, there are theoretical models that consider intelligence as a product of education, closely related to reading skills. The quality of education plays a determinant effect upon intellectual development. This effect is even more important if the children have reading disabilities. We followed fifty-eight children of school age during three years. To analyze the data, the sample was purposely split according the quality of the educational institutions they attended. Results show differences in intellectual development as a function of school quality (F [2, 112] = 4.310, p< 0.05). We also observed a significant decrease of verbal abilities of children in the lesser quality school (F [2, 112] = 4.184, p<0.05). The discussion of these results focuses on the quality of educational opportunities and the role of reading development in the relationship between education and intelligence

The Wechsler Intelligence Scale for Adults, fourth edition (WAIS-IV) is the gold standard for assessing cognitive abilities in adults from 16:00 to 90:11 years of age. Given the need to adjust this instrument to specific cultural characteristics, its standardization for Chilean population was undertaken. A purposive sample of 887 subjects was used, stratified by age, educational level and gender, and grouped into 7 clusters by geographical region. Upon the basis of the parameters set out in the Standards for Psychological and Educational Assessment (American Educational Research Association et al., 1999), analyses of internal consistency and validity were performed. The internal consistency of the test is 0.941, analyzed with Cronbach’s alpha. Each subtest shows good levels of internal consistency. There is evidence of content, construct, and convergent validity. Bias was found in the verbal tests in favor of people with better socio-economic status. The main limitation of the study is the absence of evidence in clinical groups.

La Escala Wechsler de Inteligencia para Adultos en su cuarta edición (WAIS-IV) es el instrumento por excelencia que permite la evaluación cognitiva de adultos entre los 16:00 y 90:11 años. Dada la necesidad de adaptar este tipo de instrumentos en función de particularidades culturales, se realizó la estandarización del instrumento para la población chilena. Se utilizó una muestra intencionada de 887 sujetos, estratificados por edad, nivel educativo y género, que se agruparon en 7 conglomerados según región geográfica. A partir de los parámetros entregados en los Estándares para Evaluación Psicológica y Educativa (American Educational Research Association, American Psychological Association & National Council on Measurement in Education, 1999), se realizaron análisis de consistencia interna y validez. La consistencia interna de la prueba es 0,941, evaluada con alfa de Cronbach, registrándose niveles adecuados de consistencia interna de cada subprueba. Hay evidencia de validez de contenido, de constructo y convergente. Se encontró sesgo en las pruebas verbales a favor de los niveles socioeconómicos más aventajados. La principal limitación del estudio es la ausencia de evidencia en grupos clínicos.