Acogimiento familiar en familia educadora en la provincia de Alicante, España: características de los recursos disponibles

Foster care is a determining resource for the child protection system. The scientific evidence shows that the psychosocial benefits of foster care for minors within the protection system are superior to those that can be provided by residential resource centres. Hence, during the last decade in Spain, work has been done to establish foster care as a priority resource. The objective of our work is focused on describing what type of families make up the Family Foster Care resource of the Province of Alicante and their parenting styles. A total of 207 people (72 minors and 132 foster parents) were evaluated, applying the following: 1) an ad hoc questionnaire composed of 12 questions; and 2) The Alabama Parenting Questionnaire consisting of 42 items (Spanish adaptation from Servera, 2007). More than 50% of the families are nuclear families and do not have biological children, with the duration of the foster care exceeding two years. The reconstituted families stand out due to its parental involvement and positive upbringing, while the nuclear and single-parent families show higher scores in consistent discipline. It is essential to know the profile of the foster families in order to achieve an adequate foster care process for minors

Early detection of learning difficulties using the BADyG-E2r Battery during primary education

The aim of the present study was to assess the predictive capacity of several of the most relevant cognitive skills in the academic field that were evaluated using Differential and General Skills Battery(BADyG-E2r). Particular attention was focused on the variables that need to be overcome regarding the curricular objectives related to pass/fail grading as evaluated by the teachers in the instrumental disciplines of Mathematics and Language. The psychometric battery was applied to the 3rd year students in primary education (a total of 512 students) at 4 public schools that were randomly selected in the province of Alicante (Spain). A follow-up of their academic evolution was under taken until the end of primary education. The obtained results show that high scores in Verbal Reasoning, Numerical Reasoning, and Verbal Syllogisms positively and significantly predict academic success at the end of primary education in the subjects of Language and Mathematics

Capacidad predictiva de la Batería ENFEN en el diagnóstico del Trastorno por Déficit de Atención e Hiperactividad

Attention deficit hyperactivity disorder (ADHD) is considered to be one of the most common disorders during children and adolescents’ neurodevelopment. Given how much the individuals’ executive functions are affected, the objective of the present study was to verify the validity of the Neuropsychological Assessment of Executive Functions battery for Children (ENFEN for its acronym in Spanish) as a predictor in the diagnosis of ADHD. The sample consisted of 175 participants from southeast Spain of both sexes aged between 6 and 12 (clinical M=8.39, SD=1.87, and control M=8.78, SD=1.91). The clinical group was composed of 89 (79.50%) males and 23 (20.50%) females, and the control group consisted of 37 (58.70%) males and 26 (41.30%) females. ENFEN is an individual applications battery that allows the executive functions to be globally evaluated using a wide range of elements. We followed a non-experimental research design for this comparative descriptive study. The results indicate that the phonological fluency, colour naming path, and interference scales are closely associated with the diagnosis of ADHD as they provide data on elements including inhibition, mental flexibility, sustained and selective attention, verbal fluency, and working memory. In general, this study supports the usefulness and validity of the ENFEN battery as a tool to clinically diagnose ADHD.El trastorno por déficit de atención en hiperactividad (TDAH) es uno de los trastornos más frecuentes en el neurodesarrollo de niños y adolescentes. Las personas que lo padecen se caracterizan por presentar dificultades en los procesos de atención sostenida, ser muy activos y tener un deficiente control de sus impulsos. Pese a su elevada prevalencia y la existencia de diversas pruebas utilizadas para su diagnóstico, se conocen pocos datos sobre la utilidad y validez diagnóstica de estas herramientas. Dada la gran afectación que estos sujetos presentan en las funciones ejecutivas, el objetivo de este estudio es comprobar la utilidad y validez de la batería de Evaluación Neuropsicológica de las Funciones Ejecutivas en Niños (ENFEN), como predictora herramienta de apoyo al diagnóstico de TDAH. La muestra de estudio estuvo compuesta por 175 participantes de ambos sexos, con edades comprendidas entre los 6 y 12 años (grupo clínico M=8.39, SD=1.87 y grupo control M=8.78, SD=1.91). El grupo clínico estaba compuesto por 89 (79.50%) hombres y 23 (20,50%) mujeres, y el grupo de control por 37 (58,70%) hombres y 26 (41,30%) mujeres. ENFEN es una batería de aplicación individual, compuesta por varias subpruebas que requieren el empleo de funciones ejecutivas para resolver los elementos que las componen. Se siguió un diseño no-experimental para llevar a cabo un estudio descriptivo comparativo. Los resultados señalaron que las escalas Fluidez Fonológica, Sendero Color e Interferencia que requieren en mayor medida inhibición, flexibilidad mental, atención sostenida y selectiva, fluidez verbal y memoria de trabajo, entre otras aptitudes cognitivas, son las que mejor se asocian al diagnóstico de TDAH. En general, este estudio apoya la utilidad y validez de la prueba ENFEN como herramienta para el diagnóstico clínico del TDAH

Relationship between study techniques, Academic Performance and gender

Al alumnado universitario se le presuponen unas adecuadas competencias y habilidades de estudio. En su paso por los diferentes ciclos educativos, se espera que haya hecho una utilización adecuada de diferentes estrategias de aprendizaje adaptadas a cada circunstancia académica. Pero, teniendo en cuenta los resultados y el rendimiento de nuestro alumnado, nos preguntamos si realmente esto es así. Por lo tanto, objetivo de este estudio es averiguar qué estrategias de aprendizaje utilizan los alumnos de Grado de Magisterio de la Universidad de Alicante (España) y constatar si el empleo de estrategias de aprendizaje y las características de género, pueden determinar su rendimiento académico. Para ello empleamos la Escala de Estrategias de Aprendizaje ACRA (Román y Gallego, 2001), que se ha administrado al alumnado participante relacionándolo con las calificaciones finales que valoran rendimiento académico. Así, encontramos que, en términos generales, el empleo de estrategias de estudio más complejas supone mayor rendimiento académico.University students are usually provided with appropriate competencies and adequate study skills. In passing through the different educational cycles, it is expected that adequate use of different learning strategies adapted to each academic circumstance has been effected. But, considering the poor performances and results of our own students in our university, we wonder if this is really true. Therefore, the objective of the present study was to discern what learning strategies students of the University of Alicante in southeast Spain use in general and to determine if gender characteristics and the use of learning strategies can determine their individual levels of academic performance. For this purpose, we used the ACRA scale of Learning Strategies (Roman and Gallego, 2001), which was administered to the participating students, correlating it with the final grades that permitted us to assess academic performance. Thus, we have found that in general terms, the use of more complex study strategies implies higher academic performance

CmapTools as a Key Tool for Improving Academic Achievement in University Students

For this study, 634 students were recruited and they consisted of an experimental group and a control group. The experimental group was instructed and elaborated conceptual maps through the CmapTools software with respect to the study of the taught contents. The control group used study techniques of their own free choosing and with no prior instruction. The objective was to detect whether statistically significant differences between the two groups occur at the level of academic performance. For this purpose, the whole sample was evaluated by means of using the same examination-type testing over the whole sample. The obtained data reveal that the scores are higher in the experimental group than in the control group. Hence, it can be concluded that simple modifications in pedagogical strategy significantly improve the teaching-learning process and consequently improve the average performance of the students.The present work is part of the REDES-I3CE Program of research in university teaching of the Vice-Rectorate of Quality and Educational Innovation-Institute of Educational Sciences of the University of Alicante (call 2016-17), Ref.: [3666]

Family, parenting styles and children in care

El objetivo de nuestro trabajo se centra en describir qué tipo de familias conforman el recurso de Acogimiento Familiar en Familia Ajena de la Provincia de Alicante, perfiles de crianza y éxito en la consecución de objetivos en relación a las características de los menores. Se evaluaron 206 personas (75 menores y 131 acogedores), a las que se le aplicaron: 1) un cuestionario ad hoc sociodemográfico de 12 preguntas; 2) el Alabama Parenting Questionnaire de 42 ítems (Servera, 2007); 3) un cuestionario ad hoc de características del menor tutelado asignado a la familia de 16 ítems; y 4) un cuestionario ad hoc cumplimentado por los técnicos de seguimiento que mide Éxito/fracaso en relación a la consecución de objetivos del acogimiento en relación al menor de 27 ítems. El 61.3% de las familias educadoras son nucleares y no tienen hijos biológicos el 52%, siendo la duración media del acogimiento superior a dos años. La familia reconstituida destaca por su implicación parental (43.33) y crianza positiva (25.67), mientras que la familia nuclear puntúa alto en disciplina severa (6.59) y la monoparental obtiene una mayor puntuación en disciplina inconsistente (12.50). Por otra parte, se recoge que un menor que consigue unas adecuadas relaciones sociales (.329), que muestra responsabilidad (.397) y que mantiene una relación familiar positiva (.334) correlaciona con el éxito en el cumplimiento de objetivos del acogimiento.The aim of our work focuses on describing the type of families that make up the Foster Care resource in the province of Alicante, their parenting profiles and success in achieving objectives in relation to the characteristics of the children. A total of 206 people were evaluated (75 children and 131 foster carers), to whom the following were applied: 1) an ad hoc sociodemographic questionnaire of 12 questions; 2) the Alabama Parenting Questionnaire of 42 items (Servera, 2007); 3) an ad hoc questionnaire of characteristics of the foster child assigned to the family of 16 items; and 4) an ad hoc questionnaire filled out by the monitoring technicians that measures Success/failure in relation to the achievement of foster care objectives in relation to the child of 27 items. 61.3% of the foster families are nuclear and 52% do not have biological children, the average duration of foster care being over two years. The reconstituted family stands out for its parental involvement (43.33) and positive parenting (25.67), while the nuclear family scores high on severe discipline (6.59) and the single-parent family scores higher on inconsistent discipline (12.50). On the other hand, a child who achieves adequate social relations (.329), who shows responsibility (.397) and who maintains a positive family relationship (.334) is correlated with success in meeting foster care goals

Detection of Executive Performance Profiles Using the ENFEN Battery in Children Diagnosed With Attention-Deficit Hyperactivity Disorder

Attention-deficit hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders in children and adolescents. People who have this disorder are characterized by presenting difficulties in the processes of sustained attention, being very active, and having poor control of their impulses. Despite the high prevalence of this disorder and the existence of various tests used for its diagnosis, few data are available regarding the usefulness and diagnostic validity of these tools. Given the difficulties that these subjects present in executive functions, the aim of this study was to evaluate whether the Neuropsychological Assessment of Executive Functions battery for Children (ENFEN, for its acronym in Spanish, Portellano et al., 2009) allows to establish specific profiles of executive performance for people with attention-deficit hyperactivity disorder (ADHD). The sample was made up of 197 participants of both sexes, aged between 6 and 12 years age (134 with a clinical diagnosis and 63 without pathology). A nonexperimental design was followed, using a comparative descriptive study method. The results indicated that the scales of phonological fluency, color path, rings, and interference are the most associated with the diagnosis of ADHD, providing data on inhibition, mental flexibility, sustained and selective attention, planning, verbal fluency, and working memory, among others. The practical implication of these results is in line with providing support in the clinical diagnosis that is carried out in children’s mental health units. In addition, the ENFEN tool can be valued as a suitable psychometric instrument in the psychoeducational field, helping professionals in a school environment to be more aware of the areas of cognitive development in which a student diagnosed with ADHD will have more difficulties and, in doing so, providing more adjusted and effective psychopedagogical measures when it comes to supporting students in their adaptation to the school environment

Consequences of COVID-19 confinement on anxiety, sleep and executive functions of children and adolescents in Spain.

The present study was carried out with the intention of studying the consequences of confinement on anxiety, sleep routines and executive functioning of 1,028 children and adolescents, aged from 6 to 18 years, residing in Spain to; assess if there are differences regarding these consequences in terms of sex and age; how anxiety affects executive functioning in males and females; and to examine the possible correlations between the measured variables. For this purpose, an online questionnaire containing five sections was designed: the first section gathers information on sociodemographic and health data, while the following sections gather information from different standardized scales which measure anxiety, sleep and executive functions, whose items were adapted in order to be completed by parents, and/or legal guardians. The statistical analyzes carried out highlights significant differences in executive functioning between males and females. In turn, in regards to age, greater difficulties were detected in anxiety in the 9 to 12 age group and greater sleep disturbances between 13 and 18 year olds. On the other hand, significant differences were found in intra-sexual executive functioning depending on whether they presented greater or lesser anxiety, with executive functioning being more tendentiously maladjusted in males than in females, revealing a significantly relevant effect size (p = 0.001; &2 = 0.27 BRIEF-2; &2 = 0.19 BDEFS-CA; 95%). Positive correlations are obtained between state anxiety and sleep and executive functioning alterations. Finally, through Path Analysis, it is verified that state anxiety is the variable with the greatest weight within the model that would explain the alteration in the executive functioning of the present sample

Consequences of COVID-19 Confinement on Anxiety, Sleep and Executive Functions of Children and Adolescents in Spain

Children and adolescents are not indifferent to the dramatic impact of the COVID-19 pandemic, and the need to be forced to live in confinement. The change in life to which they have been abruptly subjected forces us to understand the state of their mental health in order to adequately address both their present and future needs. The present study was carried out with the intention of studying the consequences of confinement on anxiety, sleep routines and executive functioning of 1,028 children and adolescents, aged from 6 to 18 years, residing in Spain to; assess if there are differences regarding these consequences in terms of sex and age; how anxiety affects executive functioning in males and females; and to examine the possible correlations between the measured variables. For this purpose, an online questionnaire containing five sections was designed: the first section gathers information on sociodemographic and health data, while the following sections gather information from different standardized scales which measure anxiety, sleep and executive functions, whose items were adapted in order to be completed by parents, and/or legal guardians. The statistical analyzes carried out highlights significant differences in executive functioning between males and females. In turn, in regards to age, greater difficulties were detected in anxiety in the 9 to 12 age group and greater sleep disturbances between 13 and 18 year olds. On the other hand, significant differences were found in intra-sexual executive functioning depending on whether they presented greater or lesser anxiety, with executive functioning being more tendentiously maladjusted in males than in females, revealing a significantly relevant effect size (p = 0.001; ω2 = 0.27 BRIEF-2; ω2 = 0.19 BDEFS-CA; 95%). Positive correlations are obtained between state anxiety and sleep and executive functioning alterations. Finally, through Path Analysis, it is verified that state anxiety is the variable with the greatest weight within the model that would explain the alteration in the executive functioning of the present sample

Consequences of Confinement Due to COVID-19 in Spain on Anxiety, Sleep and Executive Functioning of Children and Adolescents with ADHD

The outbreak and the quick expansion of SARS-CoV-2, from December 2019 to today, has forced countries around the world to resolve virus containment measures in order to slow down the contagion curve. Between these measures, the situation of lockdown, and the isolation or limitation of social contact between the citizens, there has been an unknown psychological impact. Certain groups (the elderly, children and teenagers, and the clinical population, for instance) arouse serious fears among professionals due to their greater vulnerability and ignorance regarding the short- and long-term consequences. The main purposes of this work are first of all to evaluate the consequences of the lockdown in children and teenagers diagnosed with attention deficit hyperactivity disorder (ADHD), sleep-related problems, and problems with executive functions. Secondly, we aim to compare the effects produced with respect to the previously mentioned variables with normotypic subjects; that is to say, between a group that was subject to lockdown and another group that was not confined. The findings show that the clinic confined group had high levels of state anxiety and problems with sleep and executive functions; differences could also be seen between the two groups, with the confined ADHD group being more negatively affected in all measured variables