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Sánchez-Teruel, D., & Robles-Bello, M. A. (2020). Preliminary Study on Psychometric Properties of an Anxiety Scale in Down Syndrome with Anxiety Symptoms. International Journal of Psychological Research, 13(1), 50–61. https://doi.org/10.21500/20112084.4493
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The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
To give up copyright, the authors allow that, International Journal of Psychological Research, distribute the work more broadly, check for the reuse by others and take care of the necessary procedures for the registration and administration of copyright; at the same time, our editorial board represents the interests of the author and allows authors to re-use his work in various forms. In response to the above, authors transfer copyright to the journal, International Journal of Psychological Research. This transfer does not imply other rights which are not those of authorship (for example those that concern about patents). Likewise, preserves the authors rights to use the work integral or partially in lectures, books and courses, as well as make copies for educational purposes. Finally, the authors may use freely the tables and figures in its future work, wherever make explicit reference to the previous publication in International Journal of Psychological Research. The assignment of copyright includes both virtual rights and forms of the article to allow the editorial to disseminate the work in the manner which it deems appropriate.
The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
Abstract
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.
Keywords:
References
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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.
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Ben-Sasson, A., Hen, L., Fluss, R., Cermak, S. A., Engel-Yeger, B., & Gal, E. (2009). A metaanalysis of sensory modulation symptoms in individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39 (1), 1–11. doi:10.1007/s10803-008-0593-3.
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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). Working memory in Down syndrome: is there a dual task deficit? Journal of Intellectual Disability Research, 56 (2), 157–166. doi:10.1111/j.1365-2788.2011.01444.x.
Mazzone, L., Ruta, L., & Reale, L. (2012). Psychiatric comorbidities in Asperger syndrome and high functioning autism: Diagnostic challenges. Annals of General Psychiatry, 11 (1), 16. doi:10.1186/1744-859X-11-16.
Muris, P., Simon, E., Lijphart, H., Bos, A., Hale, W., Schmeitz, K., & and Adolescent Anxiety Assessment Expert Group, I. C. (2017). The Youth Anxiety Measure for DSM-5 (YAM-5): development and first psychometric evidence of a new scale for assessing anxiety disorders symptoms of children and adolescents. Child Psychiatry & Human Development, 48 (1), 1–17. doi:10.1007/s10578-016-0648-1.
Muthén, B. (2016). Goodness of fit with categorical and other nonormal variables. In Bollen, K.A. & Long, J.S. Testing Structural Equation Models (pp. 205-234). Edited Newbury Park, CA: Sage.
Naess, K. 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.
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