Abstract Introduction Interpersonal negotiation skills (INS) comprise actions used to solve social situations between interacting individuals involving different needs or desires. These abilities are part of one’s social competence and may be impaired in some psychiatric conditions. There are few validated psychometric tools for measuring INS in the literature. This pilot study aimed to investigate some basic psychometric properties of the Brazilian version of the Interpersonal Negotiation Strategies Interview (INSI) in children and adolescents. Methods We developed a new version of the INSI adapted to the Brazilian culture using eight different dilemmas in dyadic situations (with peers and adults), presented visually as drawings on cards. A group of psychologists and psychiatrists chose and adapted the dilemmas formerly proposed by the original version. The same scoring criteria as for the original instrument were used. A total of 20 children and adolescents were included in this pilot study. We investigated test reliability using measures of interrater reliability, test-retest, and internal consistency. The content validity of the INSI was also evaluated by comparison with scores from the Child Behavior Checklist-Revised (CBCL). Results Internal consistency and test-retest evaluations were acceptable (rater 1: α = 0.77; rater 2: α = 0.72); the reliability of the instrument was excellent (K = 0.078; intraclass correlation coefficient = 0.98; 95% confidence interval 0.97-0.99); and content validity was strongly significant (p < 0.001). Conclusions Preliminary results suggest that this version of the INSI has good interrater reliability and internal consistency and constitutes a promising tool to assess social competence.

Resumo Introdução: O conceito de devaneio se refere a períodos nos quais a atenção e o conteúdo do pensamento de distanciam da ideia original ou da atividade que estava sendo realizada. O fenômeno ocorre na população em geral, e a Escala Mind Excessively Wandering Scale (MEWS) avalia sua frequência, intensidade e desfechos negativos associados. Objetivos: Descrever a adaptação transcultural da MEWS. Métodos: A adaptação transcultural envolveu cinco etapas: tradução, retrotradução, apreciação da equivalência semântica e administração em amostra de conveniência composta de 20 adultos com transtorno do déficit de atenção com hiperatividade (TDAH) e 20 controles normais. Resultados: Os resultados demonstraram equivalência satisfatória entre as versões original e traduzida. Uma versão síntese para o português brasileiro é apresentada. Conclusão: A MEWS fornece informações importantes sobre atividade mental, algo particularmente importante em casos de TDAH. A versão em português brasileiro deverá ser bem acolhida, permitindo investigar respostas específicas ao tratamento e obter novas medidas de desfechos.

Abstract Introduction: The concept of mind wandering refers to periods during which attention and content of thoughts depart from the original idea or activity being performed. The phenomenon occurs commonly in the general population and the Mind Wandering Excessively Scale (MEWS) evaluates its frequency, intensity and related negative outcomes. Objective: To describe the cross-cultural adaptation of the MEWS. Methods: Cross-cultural adaptation of the original scale followed five consecutive steps: translation, backtranslation, appreciation of semantic equivalence and administration to a convenience sample to 20 adults with attention deficit hyperactivity disorder (ADHD) and 20 normal controls. Results: Results indicated a satisfactory equivalence between the original and translated versions. A synthesis version for Brazilian Portuguese is presented. Conclusions: MEWS provides information on thought activity, which is particularly important in ADHD cases. The Brazilian Portuguese version would be welcome to address specific treatment responses and obtain new outcome measures

Background Functional impairment is needed to make an attention deficit hyperactivity disorder (ADHD) diagnosis, but there is a paucity of instruments addressing this issue. Objective Perform psychometric analysis of a functional impairment scale (FIE). Methods A sample of 320 individuals, including ADHD probands, their siblings and parents, filled the FIE. We analyzed psychometric properties for the entire sample and age groups. Factor structure was determined by a principal component factor analysis, using oblique rotation with Kaiser normalization and Eigenvalues higher than 1. Cronbach’s alpha and Spearman-Brown were calculated. Results Family analysis revealed four components: a) “family life”, b) “self-perception”, c) “performance” and d) “social life”. Adults’ analysis revealed two components: a) “family life, social life and self-perception” and b) “performance”. Children showed the domains: a) “performance and social life”, b) “self-perception” and c) “family life” components. Cronbach’s alpha were above 0.9 in all components. Discussion Results revealed up to four domains depending on the group considered. Different life demands might explain the variability of domains on the groups.

CONTEXTO: O diagnóstico de TDAH em crianças e adolescentes, segundo os critérios do DSM-IV, requer que os sintomas estejam presentes em, ao menos, dois ambientes distintos (principalmente escola e casa). Apesar da importância do relato de pais e professores, esse tema tem sido pouco investigado no Brasil. OBJETIVO: Investigar a concordância entre os relatos de pais e professores de uma amostra clínica de crianças e adolescentes com diagnóstico de TDAH. MÉTODOS: A amostra era composta por 44 crianças e adolescentes com idades variando entre 6 e 16 anos (40 meninos e 4 meninas), com diagnóstico clínico de TDAH. Foram comparadas as respostas de pais e professores no questionário SNAP-IV, visando a calcular taxas de concordância entre diferentes fontes de informação para sintomas de TDAH. RESULTADOS: Concordância para o diagnóstico de TDAH ocorreu em aproximadamente metade dos casos; pais relataram mais sintomas de TDAH que professores. CONCLUSÃO: Os achados aqui apresentados podem mostrar que informações acerca da sintomatologia de TDAH não são bem divulgadas para professores brasileiros, indicando a necessidade de se investir em sessões educacionais sobre o transtorno, tendo em vista a importância do relato de profissionais de educação para o diagnóstico de TDAH.

BACKGROUND: ADHD diagnosis in children and adolescents according to DSM-IV criteria demands symptoms to be present in at least two different settings (mainly school and home). Despite the importance in obtaining parents' and teachers' reports, this issue is seldom investigated in Brazil. OBJECTIVE: We set to evaluate agreement rates between parents' and teachers' reports from a Brazilian clinical sample of children and adolescents with ADHD. METHODS: The sample comprised 44 children and adolescents with age range between 6 and 16 years old (boys: 40; girls: 4) with a clinical diagnosis of ADHD. We compared parents' and teachers' responses in SNAP-IV questionnaire in order to calculate agreement rates among different information sources on ADHD symptomatology. RESULTS: Agreement for ADHD diagnosis occurred in nearly half of the sample, with parents' reporting more ADHD symptomatology than teachers. CONCLUSION: Our findings might suggest that recognition of ADHD symptomatology is less clear-cut among school teachers in Brazil, indicating that some educational sessions about this condition should be conducted in schools, taking into consideration the importance of education professionals' reports to diagnose ADHD.

O TDAH é uma doença de alta prevalência na infância, ocasionando dificuldades sociais, acadêmicas e familiares quando não diagnosticado e tratado adequadamente. O objetivo desse estudo de caso é demonstrar o grave prejuízo causado pelo TDAH em três gerações de uma mesma família.

ADHD is a highly prevalent disorder in childhood with social, academic and familial difficulties when not diagnosed and treated correctly. The aim of this case report is to demonstrate the impairment of ADHD among generations of the same family.

O transtorno do déficit de atenção e/ou hiperatividade (TDAH) é uma doença de alta prevalência em crianças em idade escolar. Erroneamente entendido anteriormente como um diagnóstico de baixa morbidade, o TDAH é reconhecido atualmente como uma condição importante, não só pelo forte impacto funcional e social como também pela alta prevalência de comorbidades psiquiátricas. Déficits cognitivos globais e transtornos invasivos do desenvolvimento assim como transtornos do aprendizado são condições complexas que, quando estão associadas aos sintomas de TDAH, têm seus quadros agravados, requerendo maior atenção e estratégias de tratamento mais individualizadas. O objetivo deste artigo é uma discussão sobre esses diagnósticos diferenciais que representam um desafio na prática clínica.

Attention deficit/hyperactivity disorder (ADHD) is a highly prevalent disorder among school age children. Once understood as a common and mild disorder restricted to childhood, ADHD is now recognized as an important condition because of its poor outcome and strong association with comorbidities. Pervasive disorders and cognitive deficits, as well as learning disorders, are complex conditions and their co-ocurrence with ADHD is commonly associated with marked impairments and disabilities. These patients need more attention and personalized treatment strategies. The aim of this article is to establish a discussion about these differential diagnoses, which are a challenge in clinical practice.