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.contributor.authorFortes I.S.
dc.contributor.authorPaula C.S.
dc.contributor.authorOliveira M.C.
dc.contributor.authorBordin I.A.
dc.contributor.authorde Jesus Mari J.
dc.contributor.authorRohde L.A.
dc.date.accessioned2024-03-13T00:53:59Z
dc.date.available2024-03-13T00:53:59Z
dc.date.issued2016
dc.description.abstract© 2015, Springer-Verlag Berlin Heidelberg.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.
dc.description.firstpage195
dc.description.issuenumber2
dc.description.lastpage207
dc.description.volume25
dc.identifier.doi10.1007/s00787-015-0708-2
dc.identifier.issn1018-8827
dc.identifier.urihttps://dspace.mackenzie.br/handle/10899/36015
dc.relation.ispartofEuropean Child and Adolescent Psychiatry
dc.rightsAcesso Restrito
dc.subject.otherlanguageAcademic performance
dc.subject.otherlanguageChildren and adolescents
dc.subject.otherlanguageComorbidity
dc.subject.otherlanguageDSM-5
dc.subject.otherlanguageMental health disorders
dc.subject.otherlanguageSpecific learning disorder
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 Brazil
dc.typeArtigo
local.scopus.citations55
local.scopus.eid2-s2.0-84957839809
local.scopus.subjectAchievement
local.scopus.subjectAdolescent
local.scopus.subjectAnxiety Disorders
local.scopus.subjectAttention Deficit Disorder with Hyperactivity
local.scopus.subjectBrazil
local.scopus.subjectChild
local.scopus.subjectComorbidity
local.scopus.subjectCross-Sectional Studies
local.scopus.subjectDiagnostic and Statistical Manual of Mental Disorders
local.scopus.subjectDyslexia
local.scopus.subjectFemale
local.scopus.subjectHumans
local.scopus.subjectMale
local.scopus.subjectMental Disorders
local.scopus.subjectPrevalence
local.scopus.subjectPsychiatric Status Rating Scales
local.scopus.subjectSchools
local.scopus.subjectSocial Class
local.scopus.subjectSpecific Learning Disorder
local.scopus.updated2024-05-01
local.scopus.urlhttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=84957839809&origin=inward
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