Disability in children and adolescents: the extent of the impact on psychiatric disorders and educational deficits
Tipo
Artigo
Data de publicação
2021
Periódico
Trends in Psychiatry and Psychotherapy
Citações (Scopus)
3
Autores
Zaqueu L.
Teixeira M.C.T.V.
Lowentha R.
Mari J.J.
Migue E.C.
Rohde L.A.
Paula C.S.
Teixeira M.C.T.V.
Lowentha R.
Mari J.J.
Migue E.C.
Rohde L.A.
Paula C.S.
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© 2021, Sociedade de Psiquiatria do Rio Grande do Sul. All rights reserved.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.
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Assuntos Scopus
Adolescent , Attention Deficit Disorder with Hyperactivity , Child , Cross-Sectional Studies , Disabled Persons , Educational Status , Humans , Motor Disorders