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

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dc.contributor.authorZaqueu L.
dc.contributor.authorTeixeira M.C.T.V.
dc.contributor.authorLowentha R.
dc.contributor.authorMari J.J.
dc.contributor.authorMigue E.C.
dc.contributor.authorRohde L.A.
dc.contributor.authorPaula C.S.
dc.date.accessioned2024-03-12T19:22:10Z
dc.date.available2024-03-12T19:22:10Z
dc.date.issued2021
dc.description.abstract© 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.
dc.description.firstpage235
dc.description.issuenumber3
dc.description.lastpage239
dc.description.volume43
dc.identifier.doi10.47626/2237-6089-2020-0059
dc.identifier.issn2237-6089
dc.identifier.urihttps://dspace.mackenzie.br/handle/10899/34751
dc.relation.ispartofTrends in Psychiatry and Psychotherapy
dc.rightsAcesso Aberto
dc.subject.otherlanguageadolescent health
dc.subject.otherlanguagechild psychiatry
dc.subject.otherlanguageDisability
dc.subject.otherlanguageepidemiology
dc.titleDisability in children and adolescents: the extent of the impact on psychiatric disorders and educational deficits
dc.typeArtigo
local.scopus.citations3
local.scopus.eid2-s2.0-85122647386
local.scopus.subjectAdolescent
local.scopus.subjectAttention Deficit Disorder with Hyperactivity
local.scopus.subjectChild
local.scopus.subjectCross-Sectional Studies
local.scopus.subjectDisabled Persons
local.scopus.subjectEducational Status
local.scopus.subjectHumans
local.scopus.subjectMotor Disorders
local.scopus.updated2024-11-01
local.scopus.urlhttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85122647386&origin=inward
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