Browsing by Person "Romero-Ayuso, Dulce"

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Development, psychometrics and feasibility of the School Participation Questionnaire: A teacher measure of participation related constructs
(Elsevier, 2020-09-19) Maciver, Donald; Tyagi, Vaibhav; Kramer, Jessica; Richmond, Janet; Todorova, Liliya; Romero-Ayuso, Dulce; Nakamura-Thomas, Hiromi; van Hartingsveldt, Margo; Johnston, Lorna; O'Hare, Anne; Forsyth, Kirsty
Background We report development of the SPQ (School Participation Questionnaire) a teacher-completed measure of participation related constructs for schools. The SPQ was developed to support participation-related assessment, interventions, and research in the inclusive school context.
Participation of children with disabilities in school: A realist systematic review of psychosocial and environmental factors
(Public Library of Science, 2019-01-29) Maciver, Donald; Rutherford, Marion; Arakelyan, Stella; Kramer, Jessica; Richmond, Janet; Todorova, Liliya; Romero-Ayuso, Dulce; Nakamura-Thomas, Hiromi; ten Velden, Marjon; Finlayson, Ian; O’Hare, Anne; Forsyth, Kirsty
Background - In order to make informed decisions about how best to support children and young people with disabilities, effective strategies that facilitate active and meaningful participation in school are required. Clinical factors, diagnosis or impairments somewhat helpful in determining what should be provided in interventions. However, clinical factors alone will not offer a clear view of how to support participation. It is helpful then to look at wider psychosocial and environmental factors. The aim of this review was to synthesise evidence of psychosocial and environmental factors associated with school participation of 4–12 year old children with disabilities to inform the development of participation-fostering interventions.
Play in children with neurodevelopmental disorders: Psychometric properties of a parent report measure ‘My Child’s Play’
(MDPI, 2021-01-06) Romero-Ayuso, Dulce; Ruiz-Salcedo, María; Barrios-Fernández, Sabina; Triviño-Juárez, José Matías; Maciver, Donald; Richmond, Janet; Muñoz, Miguel A.
Play is essential in childhood, allowing for a positive trend in development and learning. Health professionals need useful tools to assess it, especially in the case of children with neurodevelopmental disorders. The aim of this study was to validate and cross‐culturally adapt the My Child’s Play questionnaire and to find out if this instrument allows us to differentiate the play of children with neurodevelopmental disorders from the play of children with neurotypical development. A total of 594 parents completed the questionnaire. A confirmatory factor analysis was conducted, which showed a similar structure to the English version: (1) executive functions; (2) environmental context; (3) play characteristics; and (4) play preferences and interpersonal interactions. The reliability of the analysis was high, both for the whole questionnaire and for the factors it comprises. The results provide evidence of the potential usefulness of the My Child’s Play questionnaire for determining play needs and difficulties of children; moreover, this tool can also be used to plan intervention programs according to the needs of each child and family.
Psychometric properties of the School Participation Questionnaire: Testing a measure of participation-related constructs
(Wiley, 2022-01-31) Maciver, Donald; Tyagi, Vaibhav; Johnston, Lorna; Kramer, Jessica M.; Richmond, Janet; Todorova, Liliya; Romero-Ayuso, Dulce; Nakamura-Thomas, Hiromi; Van Hartingsveldt, Margo; O’Hare, Anne; Forsyth, Kirsty
AIM To explore concurrent validity, convergent validity, interrater reliability, test–retest reliability, and Rasch model analysis of the School Participation Questionnaire (SPQ), a tool for teachers to assess personal and environmental determinants of school participation.
Tactile discrimination, praxis and cognitive impulsivity in ADHD children: A cross-sectional study
(MDPI, 2020-03-14) Romero-Ayuso, Dulce; Maciver, Donald; Richmond, Janet; Jorquera-Cabrera, Sara; Garra-Palud, Luis; Zabala-Baños, Carmen; Toledano-González, Abel; Triviño-Juárez, José Matías
Background: The study of attention-deficit/hyperactivity disorder (ADHD) has traditionally focused on deficit of inhibitory control and cognitive impulsivity. However, the pathophysiology of ADHD has also been associated with the somatosensory cortex. The aim of this study was to explore if there were differences in tactile discrimination and praxis between neurotypical and ADHD children and whether these differences could be explained by cognitive impulsivity. Methods: It was conducted a cross-sectional study. The sample comprised 74 children aged 7 to 11 years divided in two groups: 43 with neurotypical development, 31 with ADHD. To assess tactile discrimination, they were used the finger localization and the graphestesia tests. Praxis were assessed with the K-ABC hand-movement subtest, the action program and the Zoo-map subtests of the Behavioral Assessment of Dysexecutive Syndrome and the complex figure of Rey-Osterrieth test (ROCF). Cognitive impulsivity was assessed using the Magallanes Computerized Impulsivity Scale test (EMIC). Results: Children with ADHD showed greater cognitive impulsivity (p=0.038) and scored lower in Zoo-map (p=0.023), hand-movement subtests (p=0.002) and in ROCF test (p=0.004). Differences in praxis skills still remained after controlling by gender and cognitive impulsivity. Conclusion: Praxis deficit might have repercussions not only on the characterization of ADHD but also on its treatment.