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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dc.citation.issue2
dc.citation.volume25
dc.contributor.authorFortes, Isabela S.
dc.contributor.authorPaula, Cristiane S. [UNIFESP]
dc.contributor.authorOliveira, Melaine C.
dc.contributor.authorBordin, Isabel A. [UNIFESP]
dc.contributor.authorMari, Jair de Jesus [UNIFESP]
dc.contributor.authorRohde, Luis A.
dc.coverageNew York
dc.date.accessioned2020-11-03T14:40:34Z
dc.date.available2020-11-03T14:40:34Z
dc.date.issued2016
dc.description.abstractLittle 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.en
dc.description.affiliationNatl Inst Dev Psychiat Children & Adolescents, Porto Alegre, RS, Brazil
dc.description.affiliationUniv Sao Paulo, Grad Program Psychiat, Sao Paulo, SP, Brazil
dc.description.affiliationUniv Fed Rio Grande do Sul, Hosp Clin Porto Alegre, Porto Alegre, RS, Brazil
dc.description.affiliationUniv Presbiteriana Mackenzie, Programa Posgrad Disturbios Desenvolvimento, Sao Paulo, SP, Brazil
dc.description.affiliationUniv Fed Sao Paulo, Dept Psiquiatria, Sao Paulo, SP, Brazil
dc.description.affiliationUniv Sao Paulo, Inst Matemat & Estat, Sao Paulo, SP, Brazil
dc.description.affiliationHosp Clin Porto Alegre, Child & Adolescent Psychiat Div, ADHD Outpatient Program ProDAH, Ramiro Barcellos 2350, BR-90035003 Porto Alegre, RS, Brazil
dc.description.affiliationUnifespUniv Fed Sao Paulo, Dept Psiquiatria, Sao Paulo, SP, Brazil
dc.description.sourceWeb of Science
dc.description.sponsorshipConselho Nacional de Desenvolvimento Cientifico e Tecnologico (CNPq, Brazil)
dc.description.sponsorshipFundacao de Amparo a Pesquisa do Estado de Sao Paulo (FAPESP)
dc.description.sponsorshipIDCNPq: 573974/2008-0
dc.description.sponsorshipIDFAPESP: 2008/57896-8
dc.format.extent195-207
dc.identifierhttps://doi.org/10.1007/s00787-015-0708-2
dc.identifier.citationEuropean Child & Adolescent Psychiatry. New York, v. 25, n. 2, p. 195-207, 2016.
dc.identifier.doi10.1007/s00787-015-0708-2
dc.identifier.issn1018-8827
dc.identifier.urihttps://repositorio.unifesp.br/handle/11600/58624
dc.identifier.wosWOS:000369325900009
dc.language.isoeng
dc.publisherSpringer
dc.relation.ispartofEuropean Child & Adolescent Psychiatry
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectSpecific learning disorderen
dc.subjectMental health disordersen
dc.subjectChildren and adolescentsen
dc.subjectAcademic performanceen
dc.subjectComorbidityen
dc.subjectDSM-5en
dc.titleA cross-sectional study to assess the prevalence of DSM-5 specific learning disorders in representative school samples from the second to sixth grade in Brazilen
dc.typeinfo:eu-repo/semantics/article
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