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(Reference retrieved automatically from SciELO through information on FAPESP grant and its corresponding number as mentioned in the publication by the authors.)

Disability in children and adolescents: the extent of the impact on psychiatric disorders and educational deficits

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Author(s):
Livia Zaqueu [1] ; Maria Crista Triguero Veloz Teixeira [2] ; Rosane Lowenthal [3] ; Jair J. Mari [4] ; Eurípedes Constantino Miguel [5] ; Luís Augusto Rohde [6] ; Cristiane Silvestre Paula
Total Authors: 7
Affiliation:
[1] Universidade Federal do Maranhão. Programa de Pós-Graduação em Gestão de Ensino da Educação Básica - Brasil
[2] Universidade Presbiteriana Mackenzie. Programa de Pós-Graduação em Distúrbios do Desenvolvimento - Brasil
[3] Santa Casa de São Paulo. Faculdade de Ciências Médicas. Departamento de Saúde Mental - Brasil
[4] Universidade Federal de São Paulo. Departamento de Psiquiatria - Brasil
[5] Universidade de São Paulo. Faculdade de Medicina. Departamento de Psiquiatria - Brasil
[6] Universidade Federal do Rio Grande do Sul. Departamento de Psiquiatria - Brasil
Total Affiliations: 7
Document type: Journal article
Source: Trends in Psychiatry and Psychotherapy; v. 43, n. 3, p. 235-239, 2021-10-25.
Abstract

Abstract Introduction Most children/adolescents with disability live in low and middle-income countries and, worldwide, they are more likely to have mental health problems and achieve worse academic performance compared to those with typical development. Objective To assess whether Brazilian children/adolescents with four types of disabilities are more likely to have psychiatric disorders and educational deficits than children/adolescents with typical development. Method A multicenter cross-sectional study involving a school-based probabilistic sample of second to sixth graders (N = 1,674) from public schools in four Brazilian regions. The four types of disabilities (intellectual, visual, hearing, and motor) were assessed using the Ten Questions Questionnaire. Psychiatric disorders were measured with the Schedule for Affective Disorders/Schizophrenia for School-Age Children (K-SADS-PL), and academic performance was evaluated using the Teste de Desempenho Acadêmico – TDE (the academic performance test). Results A logistic regression model with cluster-robust errors identified the following statistically significant associations with three of the four types of disability (the exception was hearing). Intellectual disability was associated with anxiety (p < 0.01), depression (p < 0.01), attention deficit hyperactivity disorder (ADHD) (p < 0.001), school failure (p < 0.01), and poor academic performance (p < 0.01). Visual disability was associated with depression (p < 0.01). Motor disability was marginally associated with ADHD (p = 0.08). Conclusions Presence of disabilities (intellectual, visual, and motor) in children/adolescents was associated with psychiatric disorders, school failure, and academic performance. It is therefore important to identify presence of disabilities and plan and deliver specific interventions and specialized educational care for the needs presented by these children/adolescents. This is particularly important in low and middle-income countries, where these disabilities are frequent among children/adolescents. (AU)

FAPESP's process: 14/50917-0 - INCT 2014: developmental psychiatry for children and adolescents
Grantee:Eurípedes Constantino Miguel Filho
Support Opportunities: Research Projects - Thematic Grants