Propiedades psicométricas preliminares de una escala de ansiedad en síndrome de Down con síntomas de ansiedad
Antecedentes: la ansiedad sigue siendo uno de los trastornos más frecuentes en niños y jóvenes con un desarrollo típico. Sin embargo, los adolescentes con síndrome de Down (SD) carecen de pruebas diagnósticas para su evaluación. Métodos: este estudio evaluó las propiedades psicométricas del inventar...
- Autores:
-
Sánchez-Teruel, David
Robles-Bello, María Auxiliadora
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2020
- Institución:
- Universidad de San Buenaventura
- Repositorio:
- Repositorio USB
- Idioma:
- eng
- OAI Identifier:
- oai:bibliotecadigital.usb.edu.co:10819/25839
- Acceso en línea:
- https://hdl.handle.net/10819/25839
https://doi.org/10.21500/20112084.4493
- Palabra clave:
- Down syndrome
Anxiety
Assessment
Validity
Factor analysis
síndrome de Down
Ansiedad
evaluación
validación
análisis factorial
- Rights
- openAccess
- License
- International Journal of Psychological Research - 2020
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Propiedades psicométricas preliminares de una escala de ansiedad en síndrome de Down con síntomas de ansiedad |
| dc.title.translated.spa.fl_str_mv |
Propiedades psicométricas preliminares de una escala de ansiedad en síndrome de Down con síntomas de ansiedad |
| title |
Propiedades psicométricas preliminares de una escala de ansiedad en síndrome de Down con síntomas de ansiedad |
| spellingShingle |
Propiedades psicométricas preliminares de una escala de ansiedad en síndrome de Down con síntomas de ansiedad Down syndrome Anxiety Assessment Validity Factor analysis síndrome de Down Ansiedad evaluación validación análisis factorial |
| title_short |
Propiedades psicométricas preliminares de una escala de ansiedad en síndrome de Down con síntomas de ansiedad |
| title_full |
Propiedades psicométricas preliminares de una escala de ansiedad en síndrome de Down con síntomas de ansiedad |
| title_fullStr |
Propiedades psicométricas preliminares de una escala de ansiedad en síndrome de Down con síntomas de ansiedad |
| title_full_unstemmed |
Propiedades psicométricas preliminares de una escala de ansiedad en síndrome de Down con síntomas de ansiedad |
| title_sort |
Propiedades psicométricas preliminares de una escala de ansiedad en síndrome de Down con síntomas de ansiedad |
| dc.creator.fl_str_mv |
Sánchez-Teruel, David Robles-Bello, María Auxiliadora |
| dc.contributor.author.eng.fl_str_mv |
Sánchez-Teruel, David Robles-Bello, María Auxiliadora |
| dc.subject.eng.fl_str_mv |
Down syndrome Anxiety Assessment Validity Factor analysis |
| topic |
Down syndrome Anxiety Assessment Validity Factor analysis síndrome de Down Ansiedad evaluación validación análisis factorial |
| dc.subject.spa.fl_str_mv |
síndrome de Down Ansiedad evaluación validación análisis factorial |
| description |
Antecedentes: la ansiedad sigue siendo uno de los trastornos más frecuentes en niños y jóvenes con un desarrollo típico. Sin embargo, los adolescentes con síndrome de Down (SD) carecen de pruebas diagnósticas para su evaluación. Métodos: este estudio evaluó las propiedades psicométricas del inventario de Screen for Child Anxiety Related Emotional Disorders en su versión de autoinforme en 63 adolescentes con síntomas de ansiedad con SD. Los criterios de inclusión de los estudios fueron trisomía 21 y una edad cronológica de entre 8 y 17 años. Las propiedades psicométricas se evalúan estrictamente con la muestra que excede un punto de corte en sintomatología de ansiedad. Un análisis factorial de confirmación probó dos modelos para la nueva prueba de evaluación. Resultados: ambos modelos confirmaron una estructura de cuatro factores (somático/pánico, fobia social, ansiedad generalizada, y ansiedad por separación). El modelo 2, no obstante, tenía menos items y un mejor ajuste, y también mostró una alta correlación con otras medidas de detección de ansiedad y una consistencia interna adecuada. Conclusiones: se discute la importancia de validar las pruebas psicopatológicas de ansiedad para niños y jóvenes con SD con el fin de construir una buena salud mental, enfatizando la necesidad de proporcionar pruebas fáciles y de corta duración sobre aspectos cognitivos y emocionales en personas con discapacidad intelectual. |
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2020 |
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2020-01-20T22:24:32Z 2025-07-31T16:12:15Z |
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2020-01-20T22:24:32Z 2025-07-31T16:12:15Z |
| dc.date.issued.none.fl_str_mv |
2020-01-20 |
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Artículo de revista |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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10.21500/20112084.4493 |
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2011-7922 |
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2011-2084 |
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https://hdl.handle.net/10819/25839 |
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eng |
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https://revistas.usb.edu.co/index.php/IJPR/article/download/4493/3546 https://revistas.usb.edu.co/index.php/IJPR/article/download/4493/3659 |
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International Journal of Psychological Research |
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Psychometric properties of the screen for Child Anxiety Related Emotional Disorders (SCARED): A replication study. Journal of the American Academy of Child and Adolescent Psychiatry, 38 , 1230–1236. doi:10.1097/00004583-199910000-00011. Birmaher, B., Khetarpal, S., Brent, D., Cully, M., Balach, L., Kaufman, J., & McKenzie-Neer, S. (1997). The Screen for Child Anxiety Related Emotional Disorders (SCARED): Scale construction and psychometric characteristics. Journal of the American Academy of Child and Adolescent Psychiatry, 36, 545–553. doi:10.1097/00004583-199704000-00018. Borrel, J. M. (2012). Cuidados de salud en el adulto con síndrome de Down. Revista Española de Pediatría, 68, 448–453. Cebula, K. R., Wishart, J. G., Willis, D. S., & Pitcairn, T. K. (2017). Emotion recognition in children with down syndrome: Influence of emotion label and expression intensity. American Journal on Intellectual and Developmental Disabilities, 2 , 138–155. doi:10.1352/1944-7558-122.2.138. Chorpita, B. F., Yim, L., Moffitt, C. E., Unemoto, L. A., & Francis, S. E. (2000). Assessment of symptoms of DSM-IV anxiety and depression in children: A Revised Child Anxiety and Depression Scale. Behavior Change, 19, 90–101. Cleland, J., Wood, S., Hardcastle, W., Wishart, J., & Timmins, C. (2010). ‘relationship between speech, oromotor, language and cognitive abilities in children with down’s syndrome’. International journal of language & communication disorders / Royal College of Speech & Language Therapists, 45 (1), 83–95. doi:10.3109/13682820902745453. Cordero, A., & Calonge, I. (1997). K-BIT manual: test breve de inteligencia de Kaufman. Madrid: Tea Ediciones. Couzens, D., Cuskelly, M., & Haynes, M. (2011). Cognitive Development and Down Syndrome: Age-Related Change on the Stanford-Binet Test (Fourth Edition). American Journal on Intellectual and Developmental Disabilities, 116 (3), 181–204. doi:10.1352/1944-7558-116.3.181. Couzens, D., Haynes, M., & Cuskelly, M. (2012). Individual and environmental characteristics associated with cognitive development in Down syndrome: a longitudinal study. Journal of Applied Research in Intellectual Disabilities, 25 (5), 396–413. doi:10.1111/j.1468-3148.2011.00673.x. Esbensen, A. J., Rojahn, J., Aman, M. G., & Ruedrich, S. (2003). Reliability and validity of an assessment instrument for anxiety, depression, and mood among Autism and Developmental Disorders, 36 (6), 617–629. doi:10.1023/B:JADD.0000005999.27178.55. Fink, E., Deighton, J., Humphrey, N., & Wolpert, M. (2015). Assessing the bullying and victimisation experiences of children with special educational needs in mainstream schools: Development and validation of the Bullying Behaviour and Experience Scale. Research in Developmental Disabilities, 36 , 611–619. doi:10.1016/j.ridd.2014.10.048. Flórez, J., Garvía, B., & Fernández-Olari, R. (2015). Síndrome de Down: Neurobilogía, neuropsicología, salud mental. Madrid: Editorial CEPE. Foley, K. R., Taffe, J., Bourke, J., Einfeld, S. L., Tonge, B. J., Trollor, J., & Leonard, H. (2016). Young People with Intellectual Disability Transitioning to Adulthood: Do Behaviour Trajectories Differ in Those with and without Down Syndrome? Plos ONE, 11 (7), e0157667. doi:10.1371/journal.pone.0157667. Garcia-Lopez, L. J., Saez-Castillo, A. J., & Fuentes- Rodriguez, G. (2016). Psychometric properties of the Youth Anxiety Measure for DSM- 5, Part I (YAM-5-I) in a community sample of spanish-speaking adolescents. Journal of Affective Disorders, 15 (288), 455–459. doi:10.1016/j.jad.2016.10.045. Garvía, A., Benejam, B., & Borrel, C. (2010). Guía de Salud Mental en el síndrome de Down. Madrid: Down España. Godoy, A., Gavino, A., Carrillo, F., Cobos, M. P., & Quintero, C. (2011). Composición factorial de la versión española de la Spence Children Anxiety Scale (SCAS). Psicothema, 23 , 289–294. Hale, W. W., Crocetti, E., Raaijmakers, Q. A., & Meeus, W. H. (2011). A meta-analysis of the cross-cultural psychometric properties of the screen for Child Anxiety Related Emotional Disorders (SCARED). Journal of Child Psychology and Psychiatry, 52 (1), 80–90. doi:10.1111/j.1469-7610.2010.02285.x. Hale, W. W., Raaijmakers, Q. A. W., García-López, L. J., Espinosa, L., Muela, J. A., & Díaz, M. M. (2013). Psychometric properties of the screen for child anxiety related emotional disorders for socially anxious and healthy spanish adolescents. Spanish Journal of Psychology, 16 , 1–7. Houtkampa, E. O., Van der Molen, M. J., Leone de Voogd, E., Saleminkb, E., & Klein, A. M. (2017). The relation between social anxiety and biased interpretations in adolescents with mild intellectual disabilities. Research in Developmental Disabilities, 67 , 94–98. doi:10.1016/j.ridd.2017.06.003. Hu, L. T., & Bentler, P. M. (1998). Fit indices in covariance structural modeling: Sensitivity to underparameterized model misspecification. Psychological Methods, 3 (4), 424–453. Hu, L. T., & Bentler, P. M. (1999). Cutoff Criteria for Fit Indexes in Covariance Structure Analysis: Conventional Criteria Versus New Alternatives. Structural Equation Modeling, 6 (1), 1–55. Isolan, L., Salum, G. A., Osowski, A. T., Amaro, E., & Manfro, G. G. (2011). Psychometric properties of the screen for Child Anxiety Related Emotional Disorders (SCARED) in Brazilian children and adolescents. Journal of Anxiety Disorders, 25 (5), 741–748. doi:10.1016/j.janxdis.2011.03.015. Klein, A. M., Houtkamp, E. O., Salemink, E., Baartmans, J. M. D., Rinck, M., & Van der Molen, M. J. (2018). Differences between self- and peer-rated likability in relation to social anxiety and depression in adolescents with mild intellectual disabilities. Research in Developmental Disabilities, 80 , 44–51. doi:10.1016/j.ridd.2018.05.016. Kline, R. B. (2016). Principles and practice of structural equation modeling (4rd ed.). New York: The Guilford Press. Lanfranchi, S., A., B., S., G., & R., V. (2012). 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A., Melby-Lervåg, M., Hulme, C., & Lyster, S. A. (2012). Reading skills in children with down syndrome: a meta-analytic review. Research in Developmental Disabilities, 33 (2), 737–747. doi:10.1016/j.ridd.2011.09.019. Olofsdotter, S., Sonnby, K., Vadlin, S., Furmark, T., & Nilsson, K. W. (2016). Assessing Adolescent Anxiety in General Psychiatric Care: Diagnostic Accuracy of the Swedish Self-Report and Parent Versions of the Spence Children’s Anxiety Scale. Assessment, 23 (6), 744–757. doi:10.1177/1073191115583858. Orgilés, M., Fernández-Martínez, I., Guillén-Riquelme, A., Espada, J. P., & Essau, C. A. (2016). A systematic review of the factor structure and reliability of the spence Children’s Anxiety Scale. Journal of Affective Disorders, 190, 333–340. Orgilés, M., Méndez, X., Spence, S., Huedo-Medina, T. B., & Espada, J. P. (2011). Spanish Validation of the Spence Children’s Anxiety Scale. Child Psychiatry & Human Development, 43 , 271–281. doi:10.1007/s10578-011-0265-y. Piqueras, J., Martín-Vivar, M., Sandin, B., San Luis, C., & Pineda, D. (2017). The Revised Child Anxiety and Depression Scale: A systematic review and reliability generalization meta-analysis. The Journal Affective Disorders, 218 , 153–169. doi:10.1016/j.jad.2017.04.022. Reaven, J., Blakeley-Smith, A., Leuthe, E., Moody, E., & Hepburn, S. (2012). Facing your fears in adolescence: Cognitive-behavioral therapy for highfunctioning autism spectrum disorders and anxiety. Autism Research and Treatment, 423905 , 1–13. doi:10.1155/2012/423905. Robles-Bello, M. A., Valencia, N., & Sánchez-Teruel. (2018). Learning potential is useful in pre-schoolers with fragile x and down syndrome. Psicolgía Educativa/Educational Psychology, 24 (2), 51–57. doi:10.5093/psed2018a8. Rodríguez-Ayán, M. A., & Ruiz-Díaz, M. A. (2008). Atenuación de la asimetría y de la curtosis de las puntuaciones observadas mediante transformaciones de variables: Incidencia sobre la estructura factorial [Attenuation of the asymmetry and kurtosis of the scores observed by means of variable transformations: Incidence on the factorial structure]. Psicológica, 29 (2), 205–227. Sandín, B., Valiente, R. M., & Chorot, P. (2009). RCADS: Evaluación de los síntomas de ansiedad y depresión en niños y adolescentes [RCADS: Assessment of Anxiety and Depression Symptoms in Children and Adolescents]. Revista de Psicopatología y Psicología Clínica, 14 (3), 193–206. Sentenac, M., Gavin, A., Arnaud, C., Molcho, M., Godeau, E., & Gabhainn, S. N. (2011). Victims of bullying among students with a disability or chronic illness and their peers: A cross-national study between ireland and france. Journal of Adolescent Health, 48 , 461–466. doi:10.1016/j.jadohealth.2010.07.031. Shi, D., Lee, T., & Maydeu-Olivares, A. (2019). Understanding the model size effect on sem fit indices. Educational and psychological measurement, 79 (2), 310–334. Simonoff, E., Pickles, A., Charman, T., Chandler, S., Loucas, T., & Baird, G. (2008). Psychiatric disorders in children with autism spectrum disorders: Prevalence, comorbidity, and associated factors in a population-derived sample. Journal of the American Academy of Child & Adolescent Psychiatry, 47 (8), 921–929. doi:10.1097/CHI.0b013e318179964f. Spence, S. H. (1997). Structure of anxiety symptoms among children: A confirmatory factor-analytic study. Journal of Abnormal Psychology, 106 , 280–297. Stern, J. A., Gadgil, M. S., Blakeley-Smith, A., Reaven, J. A., & Hepburn, S. L. (2014). Psychometric properties of the SCARED in youth with autism spectrum disorder. Research in Autism Spectrum Disorders, 8 , 1225–1234. doi:10.1016/j.rasd.2014.06.008. Su, L., Wang, K., Fan, F., Su, Y., & Gao, X. (2008). Reliability and validity of the screen for child anxiety related emotional disorders (SCARED) in Chinese children. Journal of Anxiety Disorders, 22 (4), 612–621. doi:10.1016/j.janxdis.2007.05.011. Van-Steensel, F. J., Deutschman, A. A., & Bögels, S. M. (2013). Examining the Screen for Child Anxiety-Related Emotional Disorder-71 as an assessment tool for anxiety in children with high-functioning autism spectrum disorders. Autism, 17 , 681–692. doi:10.1177/1362361312455875. Vigil-Colet, A., Canals Sans, J., Cosí, S., Lorenzo-Seva, U., Piera, F., Joan, P., & Domènech, E. E. (2009). The factorial structure of the 41-item version of the Screen for Child Anxiety Related Emotional Disorders (SCARED) in a Spanish population of 8 to 12 years-old. International Journal of Clinical and Health Psychology, 9 (2), 313–327. White, S. W., Oswald, D., Ollendick, T., & Scahill, L. (2009). Anxiety in children and adolescents with autism spectrum disorders. Clinical Psychology Review, 29 (3), 216–229. doi:10.1016/j.cpr.2009.01.003. Whiteside, S. P., & Brown, A. M. (2008). Exploring the utility of the Spence Children’s Anxiety Scales parent-and child-report forms in a North American sample. Journal of Anxiety Disorders, 22 (8), 1440–1446. doi:10.1016/j.janxdis.2008.02.006. Whitney, D. G., Shapiro, D. N., Warschausky, S. A., Hurvitz, E. A., & D., P. M. (2018). The contribution of neurological disorders to the national prevalence of depression and anxiety problems among children and adolescents. Annals of Epidemiology, 29 (8), 81–84. doi:10.1016/j.annepidem.2018.11.003. |
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Sánchez-Teruel, DavidRobles-Bello, María Auxiliadora2020-01-20T22:24:32Z2025-07-31T16:12:15Z2020-01-20T22:24:32Z2025-07-31T16:12:15Z2020-01-20Antecedentes: la ansiedad sigue siendo uno de los trastornos más frecuentes en niños y jóvenes con un desarrollo típico. Sin embargo, los adolescentes con síndrome de Down (SD) carecen de pruebas diagnósticas para su evaluación. Métodos: este estudio evaluó las propiedades psicométricas del inventario de Screen for Child Anxiety Related Emotional Disorders en su versión de autoinforme en 63 adolescentes con síntomas de ansiedad con SD. Los criterios de inclusión de los estudios fueron trisomía 21 y una edad cronológica de entre 8 y 17 años. Las propiedades psicométricas se evalúan estrictamente con la muestra que excede un punto de corte en sintomatología de ansiedad. Un análisis factorial de confirmación probó dos modelos para la nueva prueba de evaluación. Resultados: ambos modelos confirmaron una estructura de cuatro factores (somático/pánico, fobia social, ansiedad generalizada, y ansiedad por separación). El modelo 2, no obstante, tenía menos items y un mejor ajuste, y también mostró una alta correlación con otras medidas de detección de ansiedad y una consistencia interna adecuada. Conclusiones: se discute la importancia de validar las pruebas psicopatológicas de ansiedad para niños y jóvenes con SD con el fin de construir una buena salud mental, enfatizando la necesidad de proporcionar pruebas fáciles y de corta duración sobre aspectos cognitivos y emocionales en personas con discapacidad intelectual.Background: anxiety remains one of the most common disorders in typically developing children and young adults. Adolescents with Down syndrome (DS) lack diagnostic tests for evaluation. Methods: this study evaluated the psychometric properties of the Screen for Child Anxiety Related Emotional Disorders inventory in its self-report version in 63 adolescents with anxiety symptoms with DS. The inclusion criteria for the studies were trisomy 21 and a chronological age between 8 and 17 years. Psychometric properties arestrictly evaluated with the sample exceeding a cutoff point in anxiety symptomatology. A confirmatory factorial analysis tested two models for the new evaluation test. Results: both models confirmed a four-factor structure (somatic/panic, social phobia, generalized anxiety, and separation anxiety). Model 2, nevertheless, had fewer items and a better fit, and it also showed a high correlation with other anxiety detection measures and adequate internal consistency. Conclusions: the importance of validating psychopathological anxiety tests for children and young people with DS in order to build good mental health is discussed, emphasizing the need to provide easy and short-term tests on cognitive and emotional aspects in people with intellectual disabilities.application/pdftext/xml10.21500/20112084.44932011-79222011-2084https://hdl.handle.net/10819/25839https://doi.org/10.21500/20112084.4493engUniversidad San Buenaventura - USB (Colombia)https://revistas.usb.edu.co/index.php/IJPR/article/download/4493/3546https://revistas.usb.edu.co/index.php/IJPR/article/download/4493/36596115013International Journal of Psychological ResearchAchenbach, C., & Edelbrock, T. M. (1980). A typology of child behavior profile patterns: distribution and correlates for disturbed children aged 6–16. Journal of Abnormal Child Psychology December, 8 (4), 441– 470. doi:10.1007/bf00916500. American Psychiatric Association. (2006). Amos 7.0 user’s guide. 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Annals of Epidemiology, 29 (8), 81–84. doi:10.1016/j.annepidem.2018.11.003.International Journal of Psychological Research - 2020info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://creativecommons.org/licenses/by-nc-sa/4.0/https://revistas.usb.edu.co/index.php/IJPR/article/view/4493Down syndromeAnxietyAssessmentValidityFactor analysissíndrome de DownAnsiedadevaluaciónvalidaciónanálisis factorialPropiedades psicométricas preliminares de una escala de ansiedad en síndrome de Down con síntomas de ansiedadPropiedades psicométricas preliminares de una escala de ansiedad en síndrome de Down con síntomas de ansiedadArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Textinfo:eu-repo/semantics/articleJournal articleinfo:eu-repo/semantics/publishedVersionPublicationOREORE.xmltext/xml2656https://bibliotecadigital.usb.edu.co/bitstreams/dc267887-991c-4183-adaf-4f3349ba05d0/downloadbe6ba241c8f3c2fa34fa247c4984b000MD5110819/25839oai:bibliotecadigital.usb.edu.co:10819/258392025-07-31 11:12:15.145https://creativecommons.org/licenses/by-nc-sa/4.0/https://bibliotecadigital.usb.edu.coRepositorio Institucional Universidad de San Buenaventura Colombiabdigital@metabiblioteca.com |