Over decades, the concern for the quality of psychoeducational practices for students with autism spectrum disorders has led to study to what extent are evidence-based educational methods disseminated among teachers. The purpose of this cross-sectional study, taking as reference Hsiao and Sorensen’s previous research, was to identify through a survey to what extent social-communication evidence-based practices for these students were provided in teacher education and in-service training programs, in a sample of 108 special education teachers from Spain, and to compare these results with Hsiao and Sorensen’s. Overall, more than 70% of the teachers reported that evidence-based practices in their teacher education programs (87.6%) and in-service training programs (73.6%) were never taught or mentioned incidentally. Finally, a higher percentage of addressing on each practice (i.e., mentioned and discussed or mentioned and taught through direct instruction) is shown in the sample of American teachers compared to the Spaniards, in both training paths.

This study pioneered the construction or adaptation of a Spanish version of the Teacher as Social Context (TASC) Questionnaire. The current study included a sample of 410 secondary education teachers in Spain. A confirmatory factor analysis was performed using the maximum likelihood estimation; the factorial invariance of the TASC-Spanish teacher measure across genders was analyzed using a multi-group confirmatory factor analysis. Finally, correlational analyses between the three TASC scales (involvement, structure, and autonomy support) and behavioral and emotional engagement were run. The results of this research confirmed the structure of the original instrument maintaining the three basic domains. The measurement model also proved to be invariant across gender. Besides, this study supports the assumption that teachers’ perceptions of their own activity to fulfil students’ basic psychological needs show a relationship with students’ emotional and behavioural engagement, being teachers’ involvement the most determinant domain. Este estudio ha sido pionero en la construcción o adaptación de una versión en español del cuestionario ,Teacher as Social Context, (TASC). El estudio actual incluyó una muestra de 410 profesores de educación secundaria en España. Se realizó un análisis factorial confirmatorio utilizando la estimación de máxima verosimilitud; la invarianza factorial de la versión española del cuestionario TASC entre géneros se analizó utilizando un análisis factorial confirmatorio multigrupo. Por último, se realizaron análisis correlacionales entre las tres escalas TASC (participación, estructura y apoyo a la autonomía) y el compromiso conductual y emocional. Los resultados de esta investigación confirmaron la estructura del instrumento original manteniendo las tres dimensiones básicas. El modelo de medición también demostró ser invariable en función del género. Además, este estudio sustenta la suposición de que la percepción de los profesores sobre su propia actividad en relación con la satisfacción de las necesidades psicológicas básicas de los estudiantes muestra una relación con el compromiso emocional y conductual de estos, siendo la implicación de los profesores la dimensión más determinante.

Parenting competences have a major influence on children’s development and well-being. The objective of this study was to validate the Parenting Competence Scale for Parents with Young Children (PCS-YC) from a preventive psycho-socio-educative approach. After performing Exploratory and Confirmatory Factor Analysis with data collected from a random sample of 1684 Spanish parents with young children, the scale includes 15 items classified into five factors explaining 42.7% of the variance: F1-Self-Regulation, F2-Self-Esteem, F3-Promotion of Children’s Self-Esteem; F4-Imposition for Conflict Resolution, and F5-Not-Assertive Communication. The selected factors are in line with the five parenting competences categories proposed by [Azar, S. T., Lauretti, A. F., & Loding, B. V. (1998). The evaluation of parental fitness in termination of parental rights cases: a functional-contextual perspective. Clinical Child and Family Psychology Review, 1(2), 77–100], regarding child abuse and childhood injury prevention. The reliability values and general psychometric properties of the scale, together with its length and easy application make it worth in different areas which requires an assessment of parenting competences regarding young children.

Este estudio busca construir y validar la Escala de Comunicación autopercibida en la relación de pareja (CARP) con el fin de ofrecer un instrumento sencillo y útil. Participaron 620 personas que mantenían una relación de pareja. Para estudiar la estructura factorial de la escala se dividió aleatoriamente la muestra en dos submuestras, realizándose una validación cruzada mediante análisis factorial exploratorio (AFE) y análisis factorial confirmatorio (AFC). Asimismo, para comprobar que el modelo se mantenía estable al tener en cuenta la variable sexo, se repitió el análisis factorial confirmatorio con las submuestras de mujeres y de hombres y se aplicó un AFC Multigrupo para comprobar la invarianza factorial en función de esta variable. Se ha obtenido una escala de 8 ítems constituida por dos factores que explican el 46.6% de la varianza y que presenta una buena fiabilidad (α = .75), comprobándose la invarianza estricta en función del sexo. Esta escala puede ser útil en el campo de la detección, prevención e intervención en situaciones de conflicto entre la pareja. This study aims to design and validate the Scale of Self-perceived Communication in the Couple Relationship (SCCR) in order to provide a straightforward and useful instrument. 620 persons who were in a couple relationship took part in this study. The sample was divided randomly into two subsamples to study the factor structure of the scale, carrying out a cross-validation by using an exploratory factor analysis (EFA) and a confirmatory factor analysis (CFA). Also, and to verify that the model remained stable taking account of the variable gender, the confirmatory factor analysis was repeated with the women and men subsamples, and a multigroup CFA was carried out to check the factor invariance according to this variable An 8-items scale was obtained, made up with two factors explaining 46.6% of the variance who also reported a good reliability (α = .75), testing the strict invariance according to the gender. This scale might be useful in the field of detection, prevention and intervention of conflict situations in the couple relationship.

A retrospective cohort study was conducted to analyse the effectiveness of bevacizumab and irinotecan (BVZ/CPT-11) as a second-line treatment in patients with primary glioblastoma multiforme (GBM) in comparison with a control group that were not administered BVZ/CPT-11 at the first recurrence. The difference in overall survival (OS) between the two groups was used as a predictor of effectiveness. OS was calculated according to prognostic factors and gender. A total of 28 and 32 patients were enrolled in the BVZ/CPT-11 cohort and control group, respectively. The median OS was 17.94 months (95% CI, 14.91–20.96) in the BVZ/CPT-11 treatment cohort and 10.97 months (95% CI, 7.65–14.30) in the control cohort. The results obtained on the effectiveness of BVZ/CPT-11 treatment in patients with primary GBM are consistent with data from previous studies. No significant differences were identified in OS based on prognostic factors; therefore, the latter cannot be used to select patients who would incur the greatest benefits from BVZ/CPT-11 treatment.