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Browsing by Author "Armijo, Iván"

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Chilean Spanish version of the State Trait Cheerfulness Inventory (STCI-T-60, trait form): Individual and couple forms
(2014) Tapia Villanueva, Luis; Armijo, Iván; Pereira, Ximena; Molina, María Elisa
The adaptation and validation of a Chilean Spanish version of the State Trait Cheerfulness Inventory (STCI-T-60) including a couple evaluation, is presented. The inventory was developed by Ruch (1990) to measure three traits (cheerfulness, seriousness, and bad mood), considered to enable exhilaration, which is the main indicator of the sense of humor experience. Ruch suggested studying basic temperamental traits and stable dispositions involved in the possibility of experiencing humor. The inventory was applied to three Chilean samples: a validation sample of 500 adults individuals, evaluated in a stratified manner considering gender, age and socio-economic level; a replication sample of 298 middle-class adults; and a couple sample of 53 middle-class couples. The results showed adequate internal consistency and solid validity of the constructs in all groups. The study contributes to research in the field of the sense of humor from local and transcultural perspectives. The validation of a couple form will contribute specifically contribute to the study of the sense of humor as a couple relational dynamic and its relations with other relational variables.
Comparación de la Evaluación Tradicional del Desarrollo Psicomotor versus una Prueba Autoadministrada
(2010) Schonhaut, Luisa; Armijo, Iván; Millán, Teresa; Herreros, Josefina; Hernández, Katherine; Salgado, Ana María; Cordero, Miguel Angel
El propósito del estudio fue evaluar la aplicabilidad de un cuestionario de autoreporte para el screening del desarrollo psicomotor (DSM) en atención primaria de salud (APS). Para ello se analizó el grado de acuerdo entre el cuestionario Ages and Stages (ASQ) y la Escala de Evaluación del Desarrollo Psicomotor (EEDP), que es el método empleado de rutina en APS. Además, se exploraron las percepciones y valoraciones comparativas de profesionales que participaron en la aplicación de dichos test. Metodología: Estudio cuanti-cualitativo, realizado entre noviembre 2008 y diciembre 2009. En 2 centros de Salud de la Región Metropolitana de Chile se reclutó lactantes nacidos de término, que acudieron a control sano. A los 8 y 18 meses se les solicitó a los padres o cuidadores principales completar el ASQ y un profesional de APS aplicó el EEDP. Se midió la correlación y concordancia entre ambos test. Se aplicaron entrevistas individuales y mini focus groups a los profesionales participantes en las evaluaciones. Resultados: Fueron reclutados 330 lactantes. La frecuencia de déficit del DSM fue 8,79% en EEDP y 12,73% en ASQ (p0,05). Hubo correlación entre ambas evaluaciones (r 0,5) y la concordancia en la pesquisa de déficit de DSM fue buena (kappa 0.576). En el análisis cualitativo destacó la valoración positiva del ASQ, tanto como instrumento de medición, como guía para promover el DSM. Para suplir las debilidades del ASQ, relacionadas con la modalidad de autoreporte, en grupos de mayor riesgo socio cultural o educacional, los centros de salud adoptaron diferentes estrategias. Conclusiones: El ASQ pesquisó significativamente más déficits del DSM que el EEDP, mientras que la correlación y concordancia entre ambas pruebas fueron adecuadas. Considerando las ventajas comparativas del ASQ en opinión de los profesionales, se propone que los centros de APS que deseen implementar ASQ, tomen una estrategia progresiva basada en la integración de los padres, madres y cuidadores en la observación del desarrollo de sus hijos
Comparison between Ages & Stages Questionnaire and Bayley Scales, to predict cognitive delay in school age
(2020-02) Schonhaut, Luisa; Pérez, Marcela; Armijo, Iván; Maturana, Andrés
Objective To compare the predictive value of the Spanish Ages & Stages Questionnaire third edition adapted for Chilean population (ASQ-Cl) and the Bayley Scale of Infant and Toddler Development 3rd edition (Bayley-III) for cognitive delay at school age, and to identify the domain predictors. Methodology Data were collected from 306 term and preterm children of medium-high socio-economic level enrolled in a prospective cohort study. Developmental outcomes at 8, 18 and 30 months were assessed via the ASQ-Cl and Bayley-III; at 6–8 years cognitive development was assessed using the Wechsler Intelligence Scale for Children (WISC-III). The area under the curve (AUC), sensitivity, specificity and predictive values were calculated, and logistic regression analysis was used. Results Of 227 children studied, 6.6% had cognitive delay. ASQ-Cl and Bayley-III generate equivalent AUC [0.77 and 0.80]. Sensitivity 67% and 53%; specificity of 72% and 88%, positive predictive value of 14% and 24%, negative predictive values of 97% and 96% respectively. Greater predictive validity was obtained at 30 months assessment. Deficit in the communication and gross motor skills and problem-solving domains of the ASQ-Cl and all the Bayley-III domains were significantly associated with cognitive delay. Conclusions ASQ-Cl can be used to identify children at risk for cognitive delay at 6–8 years of age, being comparable with the Bayley-III. Some domains of ASQ-Cl and all domains of Bayley-III were significant predictors for cognitive delay. These results support the use of ASQ-Cl as a screening tool for developmental delay.
Estudio Exploratorio sobre los Recursos de las Personas en Psicoterapia desde la Perspectiva de los Psicoterapeutas
(2010) Villanueva, Luis Tapia; Poulsen, Gianella; Armijo, Iván; Pereira, Ximena; Sotomayor, Patricia
El estudio pretende delimitar el concepto de recurso, identificar sus tipos y usos en psicoterapia desde la perspectiva de psicoterapeutas expertos. Se aplicaron tres metodologías: Grupo Tareas: Discusión sistemática de 5 psicoterapeutas expertos. Grupo Delphi: Cuestionarios iterativos a trece psicoterapeutas expertos. Grupo Experiencial: Metodología experiencial en 29 psicoterapeutas. Resultados: Grupo Tareas: Distinguió recursos del paciente, del terapeuta, del sistema terapéutico y del contexto. Grupo Delphi: Sistematiza su definición, identificación y operacionalización. Grupo Experiencial: Identifica diferentes dimensiones de la experiencia. Se concluye que los terapeutas conceptualizan los recursos como procesos emergentes, definidos como una co-construcción relacional. El recurso y la carencia son considerados como dimensiones complementarias, donde el recurso no es un estado dado sino orientado a la búsqueda del bienestar en el contexto psicoterapéutico.
Factors Preventing Gridlock in Chilean Couples Relationships Based on the Discourse of Couples Therapists and Highly Adjusted Couples
(2014) Tapia Villanueva, Luis; Molina, María Elisa; Aspillaga H., Carolina; Cruzat Mandich, Claudia; Pereira, Ximena; Poulsen, Gianella; Sotomayor, Patricia; Armijo, Iván
The term gridlock describes the occurrence of rigid patterns in couples' conflict. This study aimed to describe strategies of conflict resolution and gridlock prevention from the perspectives of couples and couple therapists. Participants were couple therapists and highly adjusted couples scored by the dyadic adjustment scale (DAS), distributed according to traditional and non-traditional position in life and duration of relationships. Conflict gridlock scenarios were used to create video stimulus that were presented to participants. A qualitative methodology was used to analyse couples' and therapists' commentaries on the scenarios. Results showed differences in preventing conflict gridlock among sub-groups of couples. Long-term traditional couples focused on loyalty to a common project and value sacrificing to a higher good; long-term non-traditional couples prioritised caring and validating the bond in the relationship. Short-term traditional couples focused on mutual love and the relief of hurt while short-term non-traditional couples supported the value of equity.
Gestational age and developmental risk in moderately and late preterm and early term infants
(Elsevier, 2015) Schonhaut, Luisa; Armijo, Iván; Pérez, Marcela
OBJECTIVES: The objective of this study was to evaluate the association between gestational age (GA) at birth and risk of developmental delay at 8 and 18 months of corrected postnatal age. METHODS: During 2008 to 2011, infants at a corrected postnatal age of 8 or 18 months attending health centers in Santiago, Chile, were recruited. Participants completed a form on biographical and demographic characteristics and the Chilean validated version of the Ages and Stages Questionnaires, Third Edition (ASQ). Logistic regression was used to detect the capacity of GA to predict scores < −2 SDs on the basis of the Chilean ASQ reference group, in at least 1 ASQ domain, adjusted by different control variables. RESULTS: A total of 1667 infants were included in the analysis. An inverse “dose response” relationship between developmental delay risk and GA at birth was found, both in the crude and adjusted models. Compared with those born full term, the odds ratio for developmental delay risk was 1.56 for those born early term (95% confidence interval [CI]: 1.19–2.06), 2.58 for infants born late preterm (95%CI: 1.66–4.01), and 3.01 for those born moderately preterm (95%CI: 1.59–5.71). CONCLUSIONS: An inverse dose-response relationship between GA and risk of developmental delay was found in the tested population. Future prospective studies and predictive models are needed to understand whether this higher developmental risk in moderately and late preterm infants is transient and modifiable or persists throughout life, allowing for better targeting of early-intervention strategies.
Predictive value of the Ages and Stages Questionnaire® for school performance and school intervention in late preterm- and term-born children
(2021) Martínez-Nadal, Sílvia; Schonhaut, Luisa; Armijo, Iván; Demestre, Xavier
Background: The new health supervision guidelines emphasize the importance of surveillance or a formal developmental screening test at 4 years, one of the most used tests is Ages & Stages Questionnaire. Nevertheless, there is still not enough evidence whether these tools will be useful to predict future school performance (SP). Objectives: The objectives of this study were to evaluate the Ages & Stages Questionnaire 3rd edition 48-month interval (ASQ3-48) translated to Spanish for predicting the need for school intervention (SI) and poor SP at 8-9 years of age, in late preterm infants (LPIs) and term-born infants (Terms) and to compare the prevalence of SI and poor SP in the two groups. Methods: Data were collected from a cohort of 75 LPIs and 58 Terms assessed with ASQ3-48 and with a further assessment of academic results at 8-9 years, through a standardized school test of the Education Department of Catalonia. SI data were obtained through a parent report. Area under the curve (AUC), sensitivity, specificity and predictive values were calculated, and logistic regression analysis was used. Results: The prevalence of poor SP was 12.8%, without statistically significant differences between LPIs and Terms. LPIs had higher SI than Terms (29.3% vs. 10.3%, P = 0.001). AUC for poor SP was 0.73 and for receiving SI was 0.56 without differences between the two groups. The sensitivity of the ASQ3-48 for poor SP was 41%, for specificity 92%, and for receiving SI 14% and 89%, respectively. Poor SP was related to having positive screening in the ASQ3-48 (OR 6.5 [95% CI, 1.9-22.2]) while having received SI was related to late prematurity (OR 3.6 [95% CI, 1.3-9.6]). Conclusions: The ASQ3-48 shows acceptable predictive properties for poor SP but not for receiving SI. No differences were found in SP between LPI and Term cohorts, but LPIs are likelier to require SI.
Reliability and agreement of ages and stages questionnaires®: Results in late preterm and term-born infants at 24 and 48 months
(2019) Schonhaut, Luisa; Martinez-Nadal, Silvia; Armijo, Iván; Demestre, Xavier
Aim: To evaluate the reliability of the Ages and Stages Questionnaires (ASQ-3) 24 and 48 month intervals translated to Spanish by Brookes Publishing, and the agreement between both questionnaires, comparing late preterm (LPI) and term-born infants (terms). Methods: Two cohort samples of healthy LPI and terms that were born in a private hospital in Barcelona, Spain. Internal consistency was analyzed by Cronbach's alpha scores and Pearson product- moment correlation between the domain scores and the overall score. The agreement was analyzed using Pearson's correlations between the two questionnaires, and the odds ratio (OR) for positive screening at 48 months, given a positive screen in 24 month assessment. Results: A total of 473 evaluations were analyzed, representing 331 children. Cronbach's alpha scores for the motor domains on both intervals were low, but acceptable compared with the overall score; a strong positive correlation between the domain and overall score were obtained in the majority of the domains. The correlation between the 24 and 48 month total scores were positive, especially for LPI. Having at least 2 domains in the referral zone at 24 months was associated with an OR of 140 [95% CI 14.85; 3575.65] for positive screen at 48 months. Conclusion: The Spanish ASQ-3 24 and 48 month intervals appear to be a reliable for developmental screening and for the follow-up of children, especially for LPI. Having two or more domains in the referral zone at 24 months screening is a significant predictor of developmental delay risk at 48-month questionnaire.
Test de Aprendizaje y Desarrollo Infantil (TADI): Evidencia adicional de su validez a nivel poblacional
(2025) Edwards, Marta; Armijo, Iván; Schonhaut, Luisa; Godoy, María Inés; Valdés, Antonia
El “Test de Aprendizaje y Desarrollo Infantil” (TADI) es una escala de tamizaje del desarrollo para niños/as de 6 a 72 meses construida en Chile. Objetivo: Determinar la validez de la primera edición de TADI muestra nivel poblacional. Metodología: Análisis psicométrico secundario de una muestra de 11.283 niños/as chilenos que participaron de la Encuesta Longitudinal de Primera Infancia (ELPI) 2012. Se evaluó validez convergente mediante el Análisis Factorial Confirmatorio (AFC), verificado mediante Análisis Factorial Exploratorio (AFE). Se consideraron variables sociales para la validez de constructo. Para la validez concurrente, sensibilidad, especificidad y correlación se tomaron como referencias las pruebas Battelle Developmental Inventory Segunda Edición (BDI-2) y el Test de Vo-cabulario en Imágenes Peabody (TVIP). Resultados: De los niños evaluados, 12,6% se categorizó en Retraso o Riesgo de Retraso, y 17,3% en categoría Alerta. El AFC arrojó buenos niveles de ajuste del modelo propuesto para los datos de la escala, en particular a edades mayores. El AFE reveló patrones diferentes para distintos rangos etarios. El TADI se correlacionó significativamente con los factores socioeconómicos, como la presencia de materiales de aprendizaje en el hogar, el nivel educativo del cuidador principal, el ingreso económico y la respuesta emocional de la madre. Se encontró corre-lación moderadamente positiva del TADI con el BDI-2 y el TVIP, con sensibilidad y especificidad cercanos a 0,70 al incluir la categoría Alerta. Conclusiones: Los adecuados valores psicométricos del TADI en una muestra poblacional ratifican su validez como instrumento de tamizaje del desarrollo de niños/as pequeños en Chile.
Validation of the chilean version of the ages and stages questionnaire (ASQ-CL) in community health settings
(Elsevier, 2015) Armijo, Iván; Schonhaut, Luisa; Cordero, Miguel
OBJECTIVE: To validate the translated and cross culturally adapted Chilean version of the 8 and 18month Ages and Stages Questionnaire (ASQ-CL) in a community sample. METHODS: PARTICIPANTS: Parents of 1572 term children (82.9%) and 324 children at risk for developmental delay (17.1%) were included. INSTRUMENT: ASQ-3rd edition translated and culturally adapted for Chilean urban population. MAIN MEASURES: 8 and 18months ASQ-CL reliability, validity and mean scores. Feasibility was assessed using qualitative methods in healthcare professionals and mothers. RESULTS: ASQ-CL mean scores were comparable to U.S. normative data. The overall total score and all domains were reliable (Cronbach alpha 0.66-0.85). Test-retest and inter-rater reliability were high (Pearson's r range 0.73-0.94; intraclass correlation r range 0.68-0.93). Early preterm infants were more likely to fail on several criteria. Qualitative methods confirmed ASQ-CL as a feasible tool in this Chilean urban community. CONCLUSIONS: ASQ-CL is a valid, reliable and feasible tool for assessing development in children at 8 and 18months in Chilean urban population.
Validez del Ages & Stages questionnaires para predecir el desempeño cognitivo en los primeros años de educación escolar.
(Sociedad Chilena de Pediatría, 2017) Schonhaut, Luisa; Pérez, Marcela; Castilla, Ana; Castro, Sonia; Salinas, Patricia; Armijo, Iván
Introduction: The Ages and Stages questionnaires (ASQ) has been recently validated in our country for developmental screening. The objective of this study is evaluate the validity of ASQ to predict low cognitive performance in the early years of schooling. Patients and method: Diagnostic test studies conducted on a sample of children of medium-high socioeconomic level were evaluated using ASQ at least once at 8, 18 and/or 30 months old, and later, between 6 and 9 years old, reevaluated using the Wechsler Intelligence Scale for Children-third edition (WISC-III). Each ASQ evaluation was recorded independently. WISC-III was standardized, considering underperformance when the total score was under -1 standard deviation. Results: 123 children, corresponding to 174 ASQ assessments (42 of them were 8 months old, 55 were 18 months and 77 were 30 months of age) were included. An area under the ROC curve of 80.7% was obtained, showing higher values at 8 months (98.0%) compared to 18 and 30 months old (78.1 and 79.3%, respectively). Considering different ASQ scoring criteria, a low sensitivity (27.8 to 50.0%), but a high specificity (78.8 to 96.2%) were obtained; the positive predictive value ranged between 21 and 46%, while the negative value was 92.0-93.2%. Conclusion: ASQ has low sensitivity but excellent specificity to predict a low cognitive performance during the first years of schooling, being a good alternative to monitor psychomotor development in children who attend the private sector healthcare in our country.
Validity of the ages and stages questionnaires in term and preterm infants
(Elsevier, 2013) Schonhaut, Luisa; Armijo, Iván; Schönstedt, Marianne; Alvarez, Jorge; Cordero, Miguel
BACKGROUND: This study assessed the concurrent validity of the parent-completed developmental screening measure Ages and Stages Questionnaires, Third Edition (ASQ-3) compared with the Bayley Scales of Infant and Toddler Development, Third Edition (Bayley-III) in children born term, late preterm, or extremely preterm at 8, 18, or 30 months of corrected gestational ages (CGA). METHODS: Data were collected from 306 term and preterm children ages 8, 18, and 30 months' CGA recruited from an ambulatory well-child clinic in Santiago, Chile. Parents completed the ASQ-3 in their homes, and afterward a trained professional administered the Bayley-III in a clinic setting. On the ASQ-3, the presence of any domain screened <2 SDs below the mean area score was considered a positive screen (indicating failure or delay). A Bayley-III score less than ≤1 SD indicated mild or severe delay. RESULTS: ASQ-3 showed adequate psychometric properties (75% sensitivity and 81% specificity) and modest agreement with the Bayley-III (r = 0.56). Sensitivity, specificity, and correlations between measures improved with testing age and in children who were born extremely preterm. CONCLUSIONS: Considering its psychometric properties, the ASQ-3 can be recommended for routine use in screening low-risk children at 8, 18, and 30 months' CGA and is advisable to be included in follow-up programs for children with biological risk factors such as those born preterm.

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