Construção de uma escala de avaliação do ritmo biológico para crianças

Berny, Thierry; Jansen, Karen; Cardoso, Taiane de Azevedo; Mondin, Thaíse Campos; Silva, Ricardo Azevedo da; Souza, Luciano Dias de Mattos; Zeni, Cristian Patrick; Kapczinski, Flavio; Figueiredo, Vera

doi:10.1590/2237-6089-2017-0081

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Trends in Psychiatry and Psychotherapy

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Sumário

Original Articles • Trends Psychiatry Psychother. 40 (1) • Jan-Mar 2018 • https://doi.org/10.1590/2237-6089-2017-0081 copiar

Construção de uma escala de avaliação do ritmo biológico para crianças

Autoria SCIMAGO INSTITUTIONS RANKINGS

Resumo

Introdução

O ritmo biológico está associado ao nível de alerta, desempenho cognitivo e humor dos indivíduos. Sua regularidade é essencial para preservar uma boa saúde e qualidade de vida.

Objetivo

Apresentar as etapas de construção da escala intitulada Biological Rhythm Interview of Assessment in Neuropsychiatry – Kids (BRIAN-K), criada para medir disrupturas do ritmo biológico em crianças e adolescentes brasileiros.

Métodos

Os itens foram desenvolvidos seguindo a versão adulta da escala. A análise das características psicométricas da escala se baseou nas respostas de 373 pais/cuidadores de crianças em idade escolar (7 e 8 anos).

Resultados

Um modelo teórico de 17 itens, com o objetivo de avaliar quatro domínios do ritmo biológico (sono, atividades, ritmo social e padrão alimentar) foi determinado usando análise fatorial exploratória (AFE) e pela identificação de um fator geral. As propriedades psicométricas da BRIAN-K mostraram-se satisfatórias.

Conclusão

Apenas dois itens precisaram ser reescritos. São necessários mais estudos para investigar a adequação do instrumento a diferentes faixas etárias e evidências adicionais de validade e confiabilidade.

Descritores
BRIAN; ritmo biológico; ritmo circadiano; construção de escala; crianças

Items	Factors
Items	F1 Activities	F2 Eating pattern	F3 Sleep	F4 Social rhythm
7. Difficulties completing habitual tasks	0.752	0.066	-0.103	-0.013
9. Difficulties completing tasks at usual time	0.622	0.087	0.073	-0.063
6. Difficulties completing school tasks	0.571	0.032	0.049	-0.002
8. Difficulties keeping rhythm and persistence in physical activities	0.433	-0.033	0.085	-0.040
17. Difficulties consuming moderate amounts of stimulants	0.292	0.246	0.066	-0.077
15. Difficulties eating daily meals	-0.086	0.748	0.054	-0.062
16. Difficulties eating the same amount of food	0.143	0.540	-0.034	0.044
14. Difficulties sticking with the meal schedule	0.051	0.429	0.137	-0.172
2. Difficulties getting out of bed after wakening up	-0.100	0.106	0.784	0.065
1. Difficulties waking up at the same time most of the days	0.188	-0.015	0.635	0.071
5. Difficulties going to sleep at the same time with the others in the house	0.027	0.046	0.487	-0.252
3. Difficulties feeling rested with the number of hours of sleep	0.122	-0.019	0.403	-0.208
10. Difficulties relating to other people in the house at appropriate times	-0.054	0.058	-0.053	-0.742
12. Difficulties syncing own daily routine with other people in the house	0.053	0.124	0.090	-0.593
13. Difficulties giving time and paying attention to other people in the house	0.151	0.065	-0.031	-0.416
4. Difficulties of the child “disconnecting” while at rest	0.132	-0.101	0.292	-0.341
11. Difficulties using electronics in a balanced way	0.230	-0.071	0.091	-0.323
Eigenvalues	5.710	1.390	1.213	1.040
Total variance (%)	33.588	8.179	7.133	6.115
Cronbach's alpha	0.735	0.664	0.767	0.695

Items	Factors
Items	F1 Activities	F2 Sleep	F3 Eating patterns	F4 Social rhythm
1. Difficulties waking up at the same time most of the days		-0.639
2. Difficulties getting out of bed after wakening up		-0.815
3. Difficulties feeling rested with the amount of hours of sleep		-0.388
5. Difficulties going to sleep at the same time with the others in the house		-0.473
6. Difficulties completing school tasks	0.571
7. Difficulties completing habitual tasks	0.74
8. Difficulties keeping rhythm and persistence in physical activities	0.407
9. Difficulties completing tasks at the usual time	0.626
10. Difficulties relating to other people in the house at appropriate times				-0.761
11. Difficulties using electronics in a balanced way				-0.306
12. Difficulties syncing own daily routine with other people in the house				-0.628
13. Difficulties giving time and paying attention to other people in the house				-0.436
14. Difficulties sticking with the meal schedule			0.413
15. Difficulties eating daily meals			0.819
16. Difficulties eating the same amount of food			0.501

Items	F1 BRIAN-K
9. Difficulties completing tasks at the usual time	0.689
12. Difficulties syncing own daily routine with other people in the house	0.676
5. Difficulties going to sleep at the same time with the others in the house	0.622
7. Difficulties completing habitual tasks	0.602
3. Difficulties feeling rested with the number of hours of sleep	0.568
1. Difficulties waking up at the same time most of the days	0.555
4. Difficulties of the child “disconnecting” while at rest	0.554
10. Difficulties relating to other people in the house at appropriate times	0.548
6. Difficulties completing school tasks	0.546
14. Difficulties sticking with the meal schedule	0.543
17. Difficulties consuming moderate amounts of stimulants	0.514
11. Difficulties using electronics in a balanced way	0.494
13. Difficulties giving time and paying attention to other people in the house	0.492
2. Difficulties getting out of bed after wakening up	0.486
8. Difficulties keeping rhythm and persistence in physical activities	0.450
15. Difficulties eating daily meals	0.437
16. Difficulties eating the same amount of food	0.373

Items of the experimental version	Reason for alteration	Improved items with suggestions from experts (in italics)
3. What degree of difficulty does the child have in feeling rested with the number of hours of sleep (subjective feeling and normal performance in daily tasks such as playing games and school activities)?	Clarity	How difficult it is for the child to feel rested with the number of hours of sleep (having normal performance in everyday tasks such as playing and performing tasks at school)?
4. What degree of difficulty does the child have in “disconnecting” while at rest (when there are no tasks)?	Ambiguity	How difficult it is for the child to calm down while at rest?
5. What degree of difficulty does the child have in sleeping at the same time as the others in the house?	Clarity	How difficult it is for the child to sleep at the same time as the people in the house?
6. What degree of difficulty does the child have in completing the school tasks?	Clarity	How difficult it is for the child to complete the school tasks?
7. What degree of difficulty does the child have in completing the habitual tasks (finishing play, cleaning up toys and bedroom)?	Clarity	How difficult it is for the child to complete the habitual tasks (doing school tasks, cleaning up toys after play, etc.)?
9. What degree of difficulty does the child have in completing tasks at the usual time?	Clarity	How difficult it is for the child to complete the tasks (school tasks, cleaning up the bedroom, etc.) at the usual time?
10. What degree of difficulty does the child have in relating and communicating with the social activities of people in the house at appropriate times?	Clarity	How difficult it is for the child to communicate with friends and family members at appropriate times?
12. What degree of difficulty does the child have in syncing own daily routine with other people (family members, neighbors, and friends)?	Clarity	How difficult it is for the child to maintain the routine adopted by other people in the house (family members, neighbors, and friends)?
17. What degree of difficulty does the child have in consuming moderate amounts of stimulants (cocoa and non-alcoholic beverages) or candies?	Clarity; close to the original domain	How difficult it is for the child to consume moderate amounts of stimulants (cocoa, coffee, non-alcoholic beverages) or sweets, regardless of the period of the day?

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[1] Correspondence: Karen Jansen, Rua Gonçalves Chaves, 373/224, Centro 96015-560 - Pelotas, RS - Brazil, Tel./Fax: +55 (53) 21288404, +55 (53) 991489066 E-mail: karen.jansen@ucpel.edu.br