{"id":8059,"date":"2026-06-13T09:01:22","date_gmt":"2026-06-13T09:01:22","guid":{"rendered":"https:\/\/neuropediatoolkit.org\/?p=8059"},"modified":"2026-09-06T11:32:13","modified_gmt":"2026-09-06T11:32:13","slug":"criterios-de-remision-en-problemas-escolares","status":"publish","type":"post","link":"https:\/\/neuropediatoolkit.org\/en\/criterios-de-remision-en-problemas-escolares\/","title":{"rendered":"Referral criteria for school problems."},"content":{"rendered":"<h2>1. Referral criteria.<\/h2>\n<p>This concept includes all children over 6 years of age referred directly by the school or who come at the initiative of their parents after being informed by the school of a problem that occurs in this environment.<\/p>\n<ul>\n<li><strong>Preferential Referral:<\/strong> Se refiere a casos donde hay regresi\u00f3n del desarrollo o p\u00e9rdida de habilidades cognitivas previamente adquiridas.<\/li>\n<li><strong>Ordinary Referral:<\/strong> Incluye bajo rendimiento escolar, problemas atencionales como el TDAH, capacidad intelectual l\u00edmite o discapacidad intelectual. Tambi\u00e9n se considera cuando hay problemas de conducta en el entorno escolar relacionados con impulsividad excesiva (TDAH), cumpliendo con los siguientes requisitos: observables en m\u00faltiples contextos (familiar y escolar), la familia desea intervenci\u00f3n farmacol\u00f3gica, y no presentan comorbilidad psiqui\u00e1trica a\u00f1adida que haga recomendable su valoraci\u00f3n en USMIA para una atenci\u00f3n integral.<\/li>\n<li><strong>NOT indicated referral:<\/strong> Se refiere a problemas de conducta secundarios a conflictos de convivencia, acoso escolar, problemas emocionales o familiares, y problemas de conducta derivados de conductas de abuso (tanto nuevas tecnolog\u00edas como sustancias). Tambi\u00e9n se considera cuando el paciente est\u00e1 en seguimiento activo por otro servicio por el mismo motivo de consulta (USMIA), y no exista comorbilidad neurol\u00f3gica a\u00f1adida que justifique la necesidad de una atenci\u00f3n espec\u00edfica en neurolog\u00eda pedi\u00e1trica.<\/li>\n<\/ul>\n<h2>2. Minimum data of the interconsultation:<\/h2>\n<p>Para una consulta efectiva, es importante tener a mano los siguientes datos:<\/p>\n<ul>\n<li>Socio-psychological-pedagogical report issued by the school counselor, which includes quantitative information regarding the reason for referral (standardized ADHD questionnaires, individualized intelligence assessment, etc.). It must be attached to Abucasis in \"external documents\", for review before the appointment. Families systematically forget to bring the report to the consultation, because they assume that the computer system allows it to be consulted on site by digital means, and they have usually already provided it in the primary care consultation.<\/li>\n<li>Family history of neurodevelopmental disorders, consanguinity.<\/li>\n<li>Family structure, socioeconomic situation and coexistence dynamics.<\/li>\n<li>Family language, if it is different from the vehicular language of the school.<\/li>\n<li>Development history.<\/li>\n<li>School history (current school support, repetition, changes of center and reasons why it has been necessary).<\/li>\n<li>Ophthalmological evaluation.<\/li>\n<li>Analysis with iron metabolism (not necessary if you have one in the last year).<\/li>\n<\/ul>","protected":false},"excerpt":{"rendered":"<p>1. Criterios de remisi\u00f3n. Entran dentro de este concepto todos aquellos ni\u00f1os mayores de 6 a\u00f1os remitidos directamente por el centro escolar o que acudan por iniciativa parental tras ser informados por el centro escolar de alg\u00fan problema que acontezca en este entorno. Remisi\u00f3n Preferente: Se refiere a casos donde hay regresi\u00f3n del desarrollo o &hellip; <\/p>\n<p class=\"link-more\"><a href=\"https:\/\/neuropediatoolkit.org\/en\/criterios-de-remision-en-problemas-escolares\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> \u00abCriterios de remisi\u00f3n en problemas escolares.\u00bb<\/span><\/a><\/p>","protected":false},"author":1,"featured_media":8085,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_themeisle_gutenberg_block_has_review":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-8059","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized","entry"],"_links":{"self":[{"href":"https:\/\/neuropediatoolkit.org\/en\/wp-json\/wp\/v2\/posts\/8059","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/neuropediatoolkit.org\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/neuropediatoolkit.org\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/neuropediatoolkit.org\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/neuropediatoolkit.org\/en\/wp-json\/wp\/v2\/comments?post=8059"}],"version-history":[{"count":11,"href":"https:\/\/neuropediatoolkit.org\/en\/wp-json\/wp\/v2\/posts\/8059\/revisions"}],"predecessor-version":[{"id":8663,"href":"https:\/\/neuropediatoolkit.org\/en\/wp-json\/wp\/v2\/posts\/8059\/revisions\/8663"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/neuropediatoolkit.org\/en\/wp-json\/wp\/v2\/media\/8085"}],"wp:attachment":[{"href":"https:\/\/neuropediatoolkit.org\/en\/wp-json\/wp\/v2\/media?parent=8059"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/neuropediatoolkit.org\/en\/wp-json\/wp\/v2\/categories?post=8059"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/neuropediatoolkit.org\/en\/wp-json\/wp\/v2\/tags?post=8059"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}