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(Referência obtida automaticamente do Web of Science, por meio da informação sobre o financiamento pela FAPESP e o número do processo correspondente, incluída na publicação pelos autores.)

A cross-sectional study to assess the prevalence of DSM-5 specific learning disorders in representative school samples from the second to sixth grade in Brazil

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Autor(es):
Fortes, Isabela S. [1, 2, 3, 4] ; Paula, Cristiane S. [5, 6] ; Oliveira, Melaine C. [7] ; Bordin, Isabel A. [5] ; Mari, Jair de Jesus [5] ; Rohde, Luis A. [1, 2, 3, 4]
Número total de Autores: 6
Afiliação do(s) autor(es):
[1] Univ Fed Rio Grande do Sul, Hosp Clin Porto Alegre, Porto Alegre, RS - Brazil
[2] Univ Sao Paulo, Grad Program Psychiat, Sao Paulo, SP - Brazil
[3] Natl Inst Dev Psychiat Children & Adolescents, Porto Alegre, RS - Brazil
[4] Hosp Clin Porto Alegre, Child & Adolescent Psychiat Div, ADHD Outpatient Program ProDAH, Ramiro Barcellos 2350, BR-90035003 Porto Alegre, RS - Brazil
[5] Univ Fed Sao Paulo, Dept Psiquiatria, Sao Paulo, SP - Brazil
[6] Univ Presbiteriana Mackenzie, Programa Posgrad Disturbios Desenvolvimento, Sao Paulo, SP - Brazil
[7] Univ Sao Paulo, Inst Matemat & Estat, Sao Paulo, SP - Brazil
Número total de Afiliações: 7
Tipo de documento: Artigo Científico
Fonte: EUROPEAN CHILD & ADOLESCENT PSYCHIATRY; v. 25, n. 2, p. 195-207, FEB 2016.
Citações Web of Science: 16
Resumo

Little is known about specific learning disorder (SLD) in low- and middle-income countries (LMICs), and even less from representative school samples in small size cities outside huge urban centers. Few studies addressed the new DSM-5 criteria for SLDs. We investigated the prevalence of DSM-5 SLDs, their comorbidities and correlates in school samples of students from the second to sixth grades living in median cities from four different geographic regions in Brazil. A national test for academic performance covering reading, writing and mathematical abilities was applied. Psychiatric diagnoses were assessed by the K-SADS-PL applied to the primary caregiver. A total of 1618 children and adolescents were included in the study. The following prevalence rates of SLDs were found: 7.6 % for global impairment, 5.4 % for writing, 6.0 % for arithmetic, and 7.5 % for reading impairment. Attention-deficit/hyperactivity disorder (ADHD) was the only comorbidity significantly associated with SLD with global impairment (p = 0.031). Anxiety disorders and ADHD were associated with SLD with arithmetic impairment. Significant differences were detected in prevalence rates among cities, and several socio-demographic correlates (age, gender, IQ, and socioeconomic status) were significantly associated with SLD with global impairment in our sample. Careful validation and normatization of instruments to assess academic performance is a major problem in LMICs. As expected, we found a significant heterogeneity in prevalence rates of SLD according to geographic regions considering that Brazil is a country with a robust diversity. SLD with global and arithmetic impairment was significantly associated with psychiatric comorbidities. (AU)

Processo FAPESP: 08/57896-8 - O Instituto Nacional da Psiquiatria do Desenvolvimento: uma nova abordagem para a psiquiatria tendo como foco as nossas crianças e o seu futuro
Beneficiário:Eurípedes Constantino Miguel Filho
Linha de fomento: Auxílio à Pesquisa - Temático