CDS QUESTIONNAIRE A. D.

Names and surnames__________________________________Date_______________ 18. Being at school many times I feel like crying.
Grade and Section_____________ Age____________ Sex: MF 19. I am almost always unable to show how unhappy I feel
inside.
Instructions 20. I hate my physical appearance or my behavior.
The following list contains statements about people's feelings. Mark with a cross (X), the 21. Most of the time I don't feel like doing anything.
alternative that most relates to your feelings. INDICATES ONLY ONE 22. Sometimes I fear that what I do might upset or anger my
ALTERNATIVE. mother and/or father.
Strongly agree MA
23. When I get really upset I almost always end up crying.
OK TO
I'm not sure NES 24. In my family we all have a lot of fun.
Disagree D 25. I have fun with the things I do.
Strongly disagree MD
26. I frequently find myself unhappy/sad/miserable.
M. M.
CLAIMS TO NES d
A. D. 27. Many times I feel alone and lost at school.
1. I feel happy most of the time. 28. I almost always hate myself.
2. I often feel unhappy at school. 29. I often feel like not getting up in the morning.
3. I almost always think that no one cares about me. 30. I often think that I deserve to be punished.
4. I almost always think that I am worth little. 31. I almost always feel unhappy because of my schoolwork.
5. I wake up most of the time during the night. 32. When someone gets upset with me, I get upset with
him/her.
6. Many times I think that I leave my mother and/or my father
in a bad light. 33. I almost always have a good time at school.

7. I think there is a lot of suffering in life. 34. Sometimes I think that this life is not worth living.

8. I feel proud of most of the things I do. 35. Most of the time I think no one understands me.

9. I always believe that the next day will be better. 36. I am almost always ashamed of myself.

10. Sometimes I wish I were dead 37. Many times I feel dead inside.
38. Sometimes I am worried because I don't love my mother
11. I feel alone many times. and/or father as I should.
12. I am frequently happy with myself. 39. My mother's health almost always worries me.
13. I feel more tired than most kids I know. 40. I think my mother and/or father is very proud of me.
14. Sometimes I think my mother and/or father does or says 41. I am a very happy person.
things that make me think I have done something terrible.
15. I get sad when someone gets upset with me. 42. When I am away from home I feel very sad.
16. Many times my mother and/or my father make me feel that 43. No one knows how unhappy I feel inside.
the things I do are very good.
17. I always look forward to doing many things when I am at M. M.
CLAIMS TO NES d
school. A. D.
CLAIMS M. TO NES d M. 44. Sometimes I wonder if deep down I am a very bad person.
45. While at school I feel tired almost all the time. Total Affective
46. I believe that others love me even though I don't deserve it.
47. Sometimes I dream that I have an accident or die.
AA , Courage – joy
48. I think it's not a bad thing to get upset.
PV , Various positives
49. I think I am attractive and have good looks.
50. Sometimes I don't know why I feel like crying. Total
51. Sometimes I think that I am not useful to anyone.
52. When I make mistakes at school, I think I'm worthless.
53. I almost always imagine that I am getting hurt or dying. Total Depressive
54. Sometimes I think I do things that make my mother and/or
father sick. RA , Negative affective responses
55. Many times I feel bad because I can't do the things I want.
PS , Social problems
56. I sleep like a rock and never wake up during the night.
AE , Negative self-esteem
57. Almost everything I try to do turns out well.
58. I think my life is very sad. PM , Concern about death/health
59. When I am away from home I feel empty. SC , Feelings of guilt
60. Most of the time I think I am not as good as I want to be. DV , Various depressives
61. Sometimes I feel bad because I don't love or listen to my
mother and/or father as they deserve. Total
62. I almost always think that I am not going to get anywhere.
63. I have many friends.
64. I use my time doing very interesting things with my father.
65. There are many people who care a lot about me.
66. Sometimes I think there are two people inside me pulling
me in different directions.

1. DESCRIPTION AND THEORETICAL FOUNDATIONS

RESULTS 1.1 Fact Sheet of the Children's Depression Questionnaire (CDS):

Original name: “Children's Depression Scale (CDS)
 Translated Name: “Children's Depression Questionnaire (CDS)” Peru
Authors: M. Lang and M. tisher
Origin: Australian Council for Educational Research,
Ltd. (ACER), Victoria, Australia (1978)
Spanish adaptation: TEA Editions (Madrid, 1978)
Administration: Loayza and Vinces, UNIFÉ, 2000
Duration: Variable (Average time in Metropolitan Lima:
45 minutes for children and 25 minutes for
adolescents, including instructions)
Application: 8 – 16 years
Significance: Global and specific assessment of depression
in children
Typing: Sample of schoolchildren between 8 and 16
years of age from Metropolitan Lima
1.2 Theoretical fundament
This scale has not been developed from a test for adults (like the work
of Kovacs-Beck) but was created specifically for children. Although it is
intended for children, it can also be answered, with some modifications
in the format, by a family member, teacher or significant other who
knows the child very closely.
The authors based the development of the scale on the following
characteristics that have been mentioned in works on the symptoms of
depression in childhood:
 Affective response: feelings of sadness/misfortune and crying;
 Negative self-concept: feelings of inadequacy, low self-esteem,
worthlessness, helplessness, hopelessness, and lack of affection;
 Decreased mental productivity and impulses: boredom, withdrawal,
lack of energy, discontent, little capacity for pleasure and to accept
help or comfort, as well as motor delay;
 Concerns: about death, illness, self or others, as well as suicidal
thoughts and feelings of loss (real imaginary);
 Aggression problems: irritability and outbursts of bad mood,
These characteristics were taken into account to define the entity that is
evaluated in the CDS. The items were written trying to describe these
experiences in a way that they would be recognized by the children,
then this list was refined with a sample of children in treatment who
were asked to comment or modify the wording and suggest new phrases
according to their experiences.
In this version, the items are presented on small cards of different colors
(one for each subscale, which allows correction and scoring), and the
person responding places them in different piles according to their
degree of agreement or disagreement with the content. .
The original version was created for individual application of the test;
Later, TEA Ediciones introduced the collective application by
developing an answer sheet for adaptation to the Spanish environment.
He also modified the system of cards with items for the individual
application by eliminating the colors and replacing them with the initials
of each area in the lower right part of each one.
1.3 Test Structure
The “Children's Depression Questionnaire” (CDS) is a questionnaire of
66 items, 18 positive and 48 depressive that the person evaluated must
classify within 5 options (strongly agree, agree, not sure, disagree and
strongly disagree). ) These are interspersed to reduce halo tendency in
responses and to measure “inability to experience pleasure or fun” as a
component of depression.
These are grouped into two independent general subscales: total
depressive and total positive. Within each of the two states, the elements
have been grouped (see annex) into several subscales by content:
 Depressive total (with 6 subscales)
RA , Negative affective responses (eight elements), refers to the mood
of the subject's feelings. High scores reflect feelings of hopelessness and
sadness in the child.
 PS , Social problems (eight elements), refers to the child's difficulties in various clinical problems. These samples showed good reliability and
social interaction, isolation, and loneliness. High scores reflect internal consistency; A Cronbach's alpha coefficient of 0.96 was
difficulties in this regard. obtained, and a test-retest correlation of 0.74.
EA , Negative self-esteem (eight elements), relates to the child's
feelings, concepts and attitudes in relation to his or her own esteem and In the Spanish adaptation in a way of 730 children from 8 to 14 years
value. High scores reflect negative feelings in relation to these concepts, old (TEA, 1977) reliability was calculated using the Kuder-Richardson
that is, low self-esteem. formulation (K-20); the means and deviations of the scale, as well as the
PM , Concern about death/health (seven elements), refers to the child's attraction indices (average of the items)
dreams and fantasies in relation to his illness and death. High scores
reveal concerns of this type. In a group of 111 children from 5th and 6th grade of EGB, reliability
SC , Feelings of guilt (nine items), includes those depressive-type issues was evaluated by the test-retest method with a period of one year
that could not be grouped to form an entity so that they were gathered between both applications. The results of this retest were used to obtain
into a subscale. High scores indicate, as in the other scales, certain r xx indices of stability, despite the fact that the variables measured by
depressive-type traits. the CDS may be more states than personality traits, that is, they may be
DV , Miscellaneous Depressives (nine items), includes those depressive- modified by the subject's personal environmental situations; especially
type issues that could not be grouped to form an entity so that they were when the time interval is large. In the present case, the interval was one
gathered into a subscale. High scores indicate, as in the other scales, year, quite wide when one takes into account that the personality of the
certain depressive-type traits. subjects is being formed at those ages. The results obtained are
 Positive total (with 2 subscales) presented in table 1.
AA , Mood – joy (eight elements, scored at the depression pole), refers
to the absence of joy, fun and happiness in the child's life, or his or her Table 1: Mean, standard deviation, attraction indices and reliability
ability to experience them. High scores indicate the presence of feelings in the Spanish adaptation of the CDS
of joy and happiness, while low scores indicate the absence of these AA R.A. P.S. A.E. P.M S.C. D
feelings.
Scale Half 17.48 19,05 21,01 22,45 19,21 25,97 30
PV , Various Positives (ten items, scored at the opposite pole of OF
depression), includes those positive-type issues that could not be 4,37 6.11 6,24 6,21 5,24 5,98 5,
grouped to form an entity so that they were gathered into a subscale. Half
Items (Attraction index) 2,17 2,38 2,63 2,81 2,74 3,25 3,
1.4 Consistency and Validity of the Questionnaire Internal consistency
 Reliability 0,61 0,71 0,72 0,74 0,58 0,67 0,
Test Retest
At the time of the appearance of the CDS, the original manual (Lan &
Reliability 0,37 0,41 0,39 0,39 0,38 0,52 0,
Tisher, 1978) included a reliability and validity study using an
experimental sample (N = 40) of children with depression, a control Source: Manual “Depression Questionnaire for Children (CDS), TEA Ediciones, 1997
sample (N = 37) of children normals comparable to the experimental
ones in age, sex and education and a third sample of 19 children with
As the CDS contains two large subscales, depressive and positive, the 11 years and 106 5 11
KR 20 coefficients were calculated in these two totals and the indices +
found were, respectively, 0.91 and 0.69, which allows us to conclude
Source: Manual “Depression Questionnaire for Children” (CDS) TEA Ediciones, 1997
that the CDS presents a good level of stability or consistency. internal.
In addition, reliability was calculated by the test retest method, with an
interval of one year, and the coefficients obtained were 0.51 in TD and Table 3: Correlations between the CDS scales and the personality
0.48 in TP. factors of the
EPQ-J in the Spanish sample
In these coefficients a decrease is observed in relation to those obtained
with the KR-20 formula. In this regard, TEA (1997) believes that this Scale AA R.A. P.S. A.E. P.M S.C. D.V. PV T.D. T.P.
may be due, in addition to the homogeneity of the present sample, to the
N 20 44 33 34 42 26 41 10 45 17
fact that the interval between the test and the retest is quite large for the
stability of variables that are more of a state-trait type. and at a time of AND -12 00 -12 -02 06 00 00 01 -02 -05
the maturation process in which the personality is taking shape. Q 06 01 -02 -03 18 01 -05 -13 02 -06
Yes 26 06 -06 02 19 -02 12 18 06 25
 Validity Half 18,32 18,55 20,94 22,65 19,73 26,24 30,71 22,95 138,82 41,27

d. T. 4,26 6,18 6,28 6,90 5,18 6,04 5,88 5,57 29,28

In a sample of 193 children (123 boys and 70 girls) from 5th and 7th Source: Manual “Depression Questionnaire for Children” (CDS) TEA Ediciones, 1997
EGB The CDS variables were correlated with the personality scales
assessed by Eysenck's EPQ-J questionnaire (TEA Ediciones, 1978). In
this sample, the critical significance values (at 5 and 1 percent,
respectively) are 0.142 and 0.187. Examination of Table 3 clearly shows
that all depressive aspects, except the varied set of PV items, are
positively related to personality instability (N scale of the EPQ-J).

In the next phase of the analyzes for the Spanish adaptation, the As the original authors of the CDS had already indicated, no differences
influence of inclination and sex on the CDS scores was studied, taking a were observed between the sexes, except in the positive scales (AA and
sample of 435 subjects from the 4th, 5th and 7th grades of EGB, whose PV); and only in the nine-year-old group: girls presented a better
distribution was as follows: structure in the measured traits (they scored less on the positive scales).
Regarding age in general, the following was observed:
Table 2 Distribution of the Spanish sample by age and sex
a) In the negative type subscales and their total TD, the scores
Age Men Women Total decreased with increasing age, the older children were less
9 years 88 56 144 “depressed” (or, being more aware, they were more cautious
and hid it)
10 years 121 59 180
 b) In the positive subscales (inability to experience positive
values), scores increased with age, which indicated the
existence of more problems in this area in older children. In
terms of centiles (according to the scales of the 1997 Spanish
manual) in the Total Positive, 9-year-old children obtained a
centile of 40 and thirteen and older children a centile of 65.
Finally, the CDS variables were related to the antisocial and criminal
aspects measured by the AD Questionnaire (Seisdedos, TEA Ediciones,
experimental edition; 1982), in a sample of 129 children from 5th and
6th grade of EGB. in a school in the suburbs of Madrid (where
antisocial behavior problems are often detected)
The examination of the correlations seems to show that Antisocial
behavior (A) was significantly related to the negative depressive aspects
of the CDS (especially the affective response RA and hypochondriacal
concerns PM and consequently the total TD). However, Criminal
behavior (D ), although quite related to the previous one (0.53), did not
show a substantial increase in the depressive phenomenon in children.
dimensions have been obtained, which could be defined as Depression
and Sadness (lack of the positive aspects AA and PV). This factor
structure is maintained over the years but some changes are observed
with increasing age:
- The weight of the lack of self-esteem (AE) increases in depression
- The weight of hypochondriacal concerns (PM) decreases in
depression and increases in sadness.
- Feelings of guilt (SC) distribute their variance between both factors
(but it is negative in sadness); It seems to be a curvilinear
relationship, and the weight of sadness decreases in older children
and moves to depression.
The following table indicates only factor saturations greater than 0.250;
They are expressed in thousandths, and at the base are the percentages
of total common variance explained by each factor.
Table 6. Factor structure in three age groups in the Spanish sample

Table 5: Correlations between depressive aspects and antisocial and Depressive factor Sadness Factor
criminal behavior in the Spanish sample
8-9 10 11+ 8-9 10 11+
AA 818 716 889
Scale AA R.A. P.S. A.E. P.M S.C. D.V. PV T.D. T.P.
TO 08 31 20 20 32 22 21 10 30 11 R.A. 803 826 804
d 09 19 01 07 19 15 04 09 13 10 P.S. 794 839 784
Half 17,95 19,91 21,09 21,02 20,28 23,10 30,13 22,93 135,60 40,88 A.E. 776 834 864
Dt. 4,56 6,35 5,88 6,35 4,99 6,56 6,05 5,07 29,93 8,16 P.M 743 705 429 474
Source: Manual “Depression Questionnaire for Children” (CDS) TEA Ediciones, 1997
S.C. 589 616 833 -420 -464 -255
D.V. 742 809 732
 Factorial analysis
A first sample of 430 children was classified into three age groups: up to PV - 834 818 747
nine years, ten years and over ten years, and the direct scores on the VT % 42 46 43 20 20 21
eight subscales of the CDS were subjected to various factor analyzes Source: Manual “Depression Questionnaire for Children” (CDS) TEA Ediciones, 1997
(mainly oblique type) to obtain main factors. In general, two general

2. GENERAL APPLICATION INSTRUCTIONS
2.1 Administration
The CDS is an instrument that can be used both individually and
collectively. In the Spanish version, the collective evaluation is
carried out by reading the items for all ages, however in the present
adaptation of the material we consider it important to differentiate
the evaluation in primary and secondary school so that in secondary
school, those evaluated receive the items already printed to solve
them. alone, and in primary school the symbols were modified by
faces.
2.2 Instructions:
The instructions for secondary school are printed on the answer
sheet and are as follows:
“The following list of statements about people's feelings Mark with
a cross (X), the alternative that most relates to your feelings.
INDICATE ONLY ONE ALTERNATIVE”
After reading the instructions aloud, we proceed to explain what
each alternative means by pointing to the box that appears in the
upper right corner of the sheet.
In primary school the answer sheet has been modified by changing
the five Spanish keys for cards that have the same meaning. For this
adaptation, a pilot study was carried out and the modified formats
were submitted to the judges' criteria.
1) The instructions at this level are given orally and are as follows:
“Other children have answered the sentences that I am going to read
saying how they think or how they feel, whether they agree or not
with what they say (pause) I will read a sentence and you will
answer on your sheet by putting a check mark on the answer you
give.” choose (pause). Let's look at this box (pointing to the
alternatives), these little faces mean..." (read the box at the top right
of the page).
“For example, if I read you the sentence: I like to go to museums:
Who strongly agree? Raise your hand... very good, then we would
put a cross on the happiest face (do it on the board)
Those who strongly disagree? Raise your hand... then which face
would we mark? ... (repeat the procedure)
Who is not sure? ...then we mark the face that does not know what to
do, with the question mark..." (mark it on the Board and continue
with the other options until we are sure that all the children have
understood them)
2.3 Time
The collective evaluation is longer in primary school than in
secondary school; in the first level it lasts approximately 35 minutes,
while in secondary school it lasts approximately 20 minutes.
2.4 Rules for correction and punctuation
The Spanish version of the CDS is scored using a template, the score
given to each of the alternatives is the following:
Strongly agree = 5 points
OK = 4 points
I'm not sure = 3 points
In disagreement = 2 points
Strongly disagree = 1 point
Obtaining the score by areas:
The direct score for each area is obtained by adding the score
corresponding to the alternatives chosen by those evaluated in the
items that make up each of these.
The maximum direct scores for each area are as follows:
AA: 40 points
RA: 40 points
 : 40 points Sample A was made up of 425 students (192 men and 233 women)
AE: 40 points aged between 8 and 16 years.
P.M: 35 points
SC: 40 points Sample B in this sample, the evaluation by socioeconomic levels
was considered important: High (A), Medium Typical (C) Low (E),
DV: 45 points
according to the INEI classification (1988), was made up of 1710
PV: 50 points students from five educational centers (946 men and 764 women)
aged between 8 and 16 years.
Obtaining the score by totals:
The CDS direct scores are gathered into two totals: Depressive Total 4. STATISTICAL TREATMENT
(TD) and Positive Total (TP): To establish the degree of reliability of the test, two types of analysis
were chosen: the test-retest method and internal consistency.
TD: It is the sum of the direct scores of the RA, PS, AE, PM, SC and
DV areas. In relation to test-retest reliability, the Pearson correlation
TP: It is the sum of the direct scores of the AA and PV areas. coefficients obtained were greater than 0.5. In relation to internal
consistency, the Cronbach's Alpha reliability indices obtained for the
Obtaining the score by totals: eight areas are between 0.63 and 0.80, which demonstrated
reliability in the questionnaire.
The direct scores of each of the areas and of the two totals are
transformed into percentiles in the general scale. Direct scores that
appear from the 85th percentile upwards and direct scores that With respect to concurrent validity, Pearson correlation coefficients
appear from the 15th percentile downwards are considered high. were established between the CDS and the adapted Peruvian version
of the CDI by Reátegui (1994). The correlation coefficients found
range from 0.4 to 0.7.
3. SAMPLE TYPIFICATION
The study population corresponds to schoolchildren from Lima
between the third grade of Primary Education and the fourth grade To establish the study of differentiability, according to gender, age,
of Secondary Education, in the year 2000; The study was carried out socioeconomic level and school level, the Kolmorov – Smirnov
with two samples that received the designations A, B, according to normal distribution test was applied, whose values were significant.
the psychometric properties they evaluate:
Finally, the Scale was established based on percentile scores. For
Sample A : Used to establish reliability by the Test – retest method. this entire statistical procedure, the SPSS 90 program was used.
Sample B : Typical sample used to establish internal consistency,
construct and concurrent validity and the study of differentiability.
The sampling used was called Polyetypic since it was carried out in
several stages.
 CD ITEMS BY AREA PM: Concern about death/health
NEGATIVE TOTAL I wake up almost always during the night. 5
I feel more tired than most kids I know. 13
R.A. negative affective response
Most of the time I don't feel like doing anything 21
Many times I feel unhappy at school. 2
Many times I feel like not getting up in the morning. 29
Sometimes I wish I were dead 10
Many times I feel dead inside 37
Being at school many times I feel like crying. 18
Being at school I feel tired almost all the time. 45
I frequently find myself unhappy/sad/miserable. 26
I almost always imagine that I am getting hurt or dying. 53
Sometimes I think that this life is not worth living. 34
SC: Feeling of guilt
When I am away from home I feel very sad. 42 Many times I think that I leave my mother and/or my father in a bad light. 6
Sometimes I don't know why I feel like crying. 50 Sometimes I think my mother and/or father does or says things that make me 14
I think my life is very sad 58 think I have done something terrible.
PS: Social problems Sometimes I fear that what I do might upset or anger my mother and/or father. 22
I almost always think that no one cares about me 3 I often think that I deserve to be punished 30
I feel alone many times. 11 Sometimes I am worried because I don't love my mother and/or father as I 38
I am almost always unable to show how unhappy I feel inside. 19 should.

Many times I feel alone and lost at school. 27 I believe that others love me even though I don't deserve it. 46

Most of the time I think no one understands me. 35 Sometimes I think I do things that make my mother and/or father sick. 54

No one knows how unhappy I feel inside. 43 Sometimes I feel bad because I don't love or listen to my mother and/or father 61
as they deserve.
Sometimes I think I'm not useful to anyone. 51
DV: Various depressives
When I'm away from home I feel empty. 59 I think you suffer a lot in life. 7
E: Negative self-esteem
I get sad when someone gets upset with me. 15
I almost always think I'm worth little 4
When I get really upset I almost always end up crying. 23
I am often happy with myself 12
I almost always feel unhappy because of my schoolwork. 31
I hate my physical appearance or my behavior. 20
My mother's health almost always worries me. 39
I almost always hate myself 28
Sometimes I dream that I have an accident or die. 47
I am almost always ashamed of myself. 36
Many times I feel bad because I can't do the things I want to do. 55
Sometimes I wonder if deep down I am a very bad person. 44
I almost always think I'm not going to get anywhere. 62
When I make mistakes at school, I think I'm worthless. 52
Sometimes I think there are two people inside me pulling me in different 66
Most of the time I think I'm not as good as I want to be. 60 directions.
 In my family we all have a lot of fun. 24
When someone gets upset with me, I get upset with him/her. 32
I think my mother and/or my father is very proud of me. 40
I think it's not a bad thing to bother 48
I sleep like a rock and never wake up during the night. 56
I have many friends. 63
I use my time doing very interesting things with my father. 64
There are many people who care a lot about me. 65

Scale of the “Children's Depression Questionnaire” (CDS) in men and

women aged 8 – 16 years from Metropolitan Lima (Peru)

TOTAL POSITIVE
DIRECT SCORES
Percen Percen
tile AA A.E D. P. P.S. PV R.A S.C T.D T.P. tile
AA: encouragement - joy . V. M . . .
I feel happy most of the time. 1 99 40 36- 43- 32- 37- 48- 35- 36- 207 86- 99
40 45 35 40 50 40 40 90
I always believe that the next day will be better. 9
I always look forward to doing a lot of things when I'm at school. 17
97 39 33 40 30 34 47 33 34 189 84 97
96 38 32 39 29 33 46 31 33 185 83 96
I have fun with the things I do. 25
95 38 31 39 28 32 46 30 32 181 83 95
I almost always have a good time at school. 33
90 37 28 36 26 29 45 27 30 168 80 90
I am a very happy person. 41
85 36 27 35 25 28 43 25 28 160 78 85
I think I am attractive and have a good appearance 49
80 35 25 33 24 26 42 24 27 154 77 80
Almost everything I try to do turns out well. 57
PV: Various positives 75 34 24 33 23 25 41 23 26 149 75 75
I am proud of most of the things I do. 8 70 34 23 32 22 24 41 22 25 144 74 70
Many times my mother and/or my father make me feel that the things I do are 16 65 33 22 31 21 23 40 21 24 140 73 65
very good. 60 33 21 30 20 22 39 20 24 136 71 60
 55 32 20 29 19 21 38 19 23 131 70 55
50 32 19 28 19 20 38 18 22 127 69 50
45 31 18 28 18 20 37 17 21 124 68 45
40 30 17 27 17 19 36 17 20 120 66 40
35 30 17 26 17 18 36 16 20 116 65 35
30 29 16 25 16 17 35 15 19 112 64 30
25 28 15 25 15 16 34 14 18 108 62 25
20 27 14 24 14 15 33 13 17 103 61 20
15 26 13 22 13 14 31 12 16 97 58 15
10 25 12 21 12 13 30 11 14 91 56 12
5 23 10 19 10 11 27 10 12 80 51 5
4 22 10 19 10 10 26 10 12 77 50 4
1 0- 0-8 0- 0-8 0-8 0- 0-8 0-9 0- 0- 1
18 15 22 66 43
N 171 171 171 171 171 171 171 171 171 171 N
0 0 0 0 0 0 0 0 0 0
Half 31. 19. 28. 18. 20. 37. 18. 22. 129 68. Half
1 7 5 9 8 3 9 1 3
D.S. 4.7 6.4 5.9 5.4 6.4 5.7 6.2 6 30. 9.5 D.S.
1
Minim 14 8 9 7 8 17 8 8 54 34 Minim
um um
Maxim 40 40 45 35 40 50 40 40 224 90 Maxim
um um