El Trastorno por Déficit de Atención/Hiperactividad (TDAH) es uno de los problemas de salud mental más frecuente en niños y adolescentes a nivel mundial, lo que afecta gravemente su desempeño académico y/o laboral. La presente investigación tiene como objetivo analizar las propiedades psicométricas del Inventario de Comportamiento Infantil y Adolescente CABI mediante un estudio de tipo exploratorio, a partir del reporte de 350 padres de estudiantes chilenos. Como resultado se estableció un modelo tridimensional (tiempo cognitivo lento, inatención e hiperactividad) con ajuste adecuado a los datos (RMSEA=0.065; CFI= 0.954; TLI=0.941; PL=207) que explica el 61.76% de la varianza total con un Alfa de 0.961. Se concluye que las subescalas presentan características psicométricas aceptables, alta consistencia interna y sus indicadores poseen un adecuado poder de discriminación, por lo que se puede considerar un instrumento útil para la detección del TDAH. Se discuten implicaciones para la práctica, política y futuras investigaciones.

A high percentage of overweight cases were observed; therefore, rigorous control and monitoring of nutritional status are suggested. The proposed regression equations could be an option in schools to easily and simply predict height.

The objectives of this study were to a) verify the validity and reliability of a scale to assess skill levels to learn content knowledge (SLACK) and b) develop percentile norms to assess the SLACK of adolescent students. The study included 2270 students (1134 males and 1136 females) ranging in age from 10.0 to 18.9 years old. A scale was used to measure the SLACK. The results showed high values of validity (saturation between .32 and .54) and with internal consistency from .83 and .84. The LMS method made it possible to create percentiles p10, p50, and p90 in order to classify the (SLACK) based on category, age, and sex. The results suggested the use and application of the scale with the school education system by using the percentiles to diagnosis, classify, and monitor the skills for learning knowledge validly and reliably.

Healthy ageing means optimizing opportunities that allow older individuals to participate actively in society without discrimination. Learning adaptive behaviors (AB) may be extremely important for individuals for all stages of life. The goal of this study was: (a) to create a scale for self-perceived adaptive behavior, and (b) propose percentiles for evaluating AB in older adult women. A self-perception scale was created to measure adaptive behavior. Anthropometric and physical fitness variables for 192 older Chilean women (ages 60 to 88) were collected and evaluated. Content validity reflected agreement from 0.75 to 1.0. Construct validity carried out with exploratory factor analysis (EFA) resulted in 11 dimensions with 62 items in groups. Saturation oscillated between 0.62 and 0.85 with the explanation of variation as 46.27%. Cronbach’s Alpha was r = 0.83. The results indicated that the scale developed was valid and reliable for the Chilean women studied. This scale may be used to measure self-perception of AB patterns in older women. Furthermore, the percentiles allow for classification of the AB by age and anthropometric indices.

The aim of the study was to validate an instrument and propose standards to measure the language skills of school adolescents. 2270 adolescents (1134 males and 1136 females) in the region of Maule (Chile) was studied. The age range is between 10 to 18 years. The validated instrument has three categories (verbal, paralinguistic and non-verbal) and a total of 26 items. The instrument showed to be valid after the exploratory analysis and Cronbach α (0.86 to 0.88) showed highly reliable values. The LMS method to develop percentiles, let p10, p50 and p90 calculated by age and sex. The instrument measures developed language skills valid and reliable also adopted cutoffs allow diagnose and adolescents by age and sex. These results suggest the use and application of the instrument as an everyday tool in social, cultural and educational contexts.