Developmental disability in schoolchildren from four Brazilian regions

Lowenthal, Rosane; Zaqueu, Lívia da Conceição Costa; Rohde, Luis Augusto; Mari, Jair de Jesus; Paula, Cristiane Silvestre de

doi:10.1590/1516-4446-2013-1342

Cited by 2 publications

(1 citation statement)

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“…There were high rates of school failure (35.2%). The rates of disabilities and psychiatric disorders have been published previously 7,8 and are available in Table S1, available as online-only supplementary material. No factors were statistically associated with having a hearing disability.…”

Section: Resultsmentioning

confidence: 99%

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

Zaqueu¹,

Teixeira²,

Lowenthal³

et al. 2021

Trends Psychiatry Psychother

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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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Section: Resultsmentioning

confidence: 99%