Escalas de evaluación del desarrollo infantil para niños de entre 6 a 18 meses: una revisión sistemática Escalas del desarrollo infantil inicial

Vol. 15 Núm. 3 (2023)

14 min

Escalas de evaluación del desarrollo infantil para niños de entre 6 a 18 meses: una revisión sistemática Escalas del desarrollo infantil inicial

Autores/as

Hansel Soto Hernández Laboratório de Pesquisa e Extensão em Neuropsicologia (LAPEN), Universidade Federal do Rio Grande do Norte. https://orcid.org/0000-0001-6536-1585
Pâmela Cadima Coelho Laboratório de Pesquisa e Extensão em Neuropsicologia (LAPEN), Universidade Federal do Rio Grande do Norte. https://orcid.org/0000-0001-5553-872X
Mirella Rabelo Almeida Farias Laboratório de Pesquisa e Extensão em Neuropsicologia (LAPEN), Universidade Federal do Rio Grande do Norte. https://orcid.org/0000-0003-0230-8693
Ronildo Teixeira Coutinho Laboratório de Pesquisa e Extensão em Neuropsicologia (LAPEN), Universidade Federal do Rio Grande do Norte. https://orcid.org/0000-0003-3151-0516
Izabel Hazin Laboratório de Pesquisa e Extensão em Neuropsicologia (LAPEN), Universidade Federal do Rio Grande do Norte. https://orcid.org/0000-0002-4045-8628

Publicación:

30/12/2023

Cómo citar

Soto Hernández, H., Cadima Coelho , P. ., Almeida Farias , M. R. ., Teixeira Coutinho, R., & Hazin, I. . (2023). Escalas de evaluación del desarrollo infantil para niños de entre 6 a 18 meses: una revisión sistemática: Escalas del desarrollo infantil inicial . Neuropsicología Latinoamericana, 15(3), 13–29. Recuperado a partir de https://www.neuropsicolatina.org/index.php/Neuropsicologia_Latinoamericana/article/view/834

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Resumen (ES)

Resumen

Las escalas de evaluación del desarrollo infantil destinadas a niños menores de 2 años son un recurso crucial para valorar los hitos evolutivos de esta población. En países como Estados Unidos existe una amplia gama de escalas o instrumentos de cribado y tamizaje (screening en inglés) para la vigilancia del desarrollo durante los primeros 5 años de vida, pero la realidad en países latinoamericanos resulta bien diferente. Evaluar el desarrollo infantil resulta una tarea compleja, ya que implica un acercamiento multidisciplinario y un análisis multidimensional que abarque generalmente las siguientes dimensiones: motora, cognitiva, afectiva y social. El objetivo de la presente revisión sistemática fue describir la estructura de las escalas de evaluación del desarrollo infantil para niños de entre 6 a 18 meses disponibles en español, portugués e inglés, así como ofrecer información adicional sobre estudios de traducción y validación cultural de los instrumentos en inglés para la región latinoamericana. La búsqueda se llevó a cabo en la BVS, PubMed, SCOPUS, Web of Science, SciELO y Redalyc, además de emplear estrategias adicionales como la consulta de sitios web de editoras como Vetor, Pearson, Hogrefe y TEA. Los descriptores MeSH utilizados fueron: “Neuropsychological tests” AND “Survey and questionnaires” AND “Child development” AND “Infant”. Se recuperaron 156 estudios potencialmente relevantes y, de estos, fueron seleccionados 18 instrumentos que cumplieron los criterios de elegibilidad. Se confirma la prevalencia de escalas o instrumentos de cribado en inglés y los estudios de traducción, validación cultural y diseño de nuevos instrumentos para la región latinoamericana se encuentran en fase de desarrollo. Desde un enfoque crítico, se analizan las ventajas y desventajas del uso de escalas para el diagnóstico del desarrollo infantil desde las primeras edades. Se concluye que el conocimiento de un listado de instrumentos de cribado en inglés, portugués y español resulta una información relevante para el trabajo de profesionales que enfrentan la demanda de monitorear el desarrollo infantil desde la etapa prelingüística con fines clínicos e investigativos.

Palabras clave (ES):

desarrollo infantil

niño

programas de detección diagnóstica

diagnóstico precoz

desempeño psicomotor

Biografía del autor/a

Hansel Soto Hernández, Laboratório de Pesquisa e Extensão em Neuropsicologia (LAPEN), Universidade Federal do Rio Grande do Norte.

Doctorando en Psicología por la UFRN/Brasil, Maestro en Diagnóstico y Rehabilitación Neuropsicológica por la Benemérita Universidad Autónoma de Puebla/México, Licenciado en Psicología por la Universidad de La Habana/Cuba.

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