Psychiatric Comorbidities in Children with Specific Learning Disorder-Mixed Type: A Cross-sectional Study

Abstract Background Specific learning disorder (SLD) is a neurodevelopmental condition which frequently exhibits with comorbidities of other disorders, including attention deficit hyperactivity disorder (ADHD), conduct disorder, anxiety, and depression. SLD with any comorbidity may affect the expression and severity of the SLD and may make its management difficult. Thus, the present cross-sectional study was planned to examine the psychiatric comorbidities among children with SLD. Materials and Methods The sample consisted of 41 patients aged between 7 and 12 years with a diagnosis of SLD-mixed type. Clinical and psychological assessment included the following tests for behavioral, anxiety, mood, and interpersonal problems: child behavior checklist, Mini-international Neuropsychiatric Interview for Children and Adolescents (MINI-KID), and Conner’s 3 Parent Short form-45. Results The mean age of the participants was 9.8 years (standard deviation [SD] = 1.5). About 75.6% of participants were male, and their mean years of education was 5 years (SD = 1.5). Twenty-four percent of children had a history of delayed developmental milestones. Among comorbidities of SLD, association with attention deficit disorder (ADD)/ADHD has been found to be significant along with difficulties in executive function, peer relation, and aggression. Conclusion Children with SLD are likely to exhibit signs of ADHD/ADD and dysfunction in executive function, peer relation, and aggression. The management of comorbid conditions is recommended along with remediation of learning problem to overall educational and behavioral achievements and development of child.

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Validation of an Ultrashort Screening Tool for Specific Learning Disorder Among School-Going Children.

Indian Journal of Psychological Medicine ◽

10.1177/0253717621999911 ◽

2021 ◽

pp. 025371762199991

Author(s):

Deenu Chacko ◽

Vidhukumar Karunakaran ◽

Jeevan Chakkadan Rajan

Keyword(s):

Positive Predictive Value ◽

Negative Predictive Value ◽

Predictive Value ◽

Screening Tool ◽

Neurodevelopmental Disorder ◽

Cross Sectional Study ◽

Learning Disorder ◽

Cross Sectional ◽

Specific Learning Disorder ◽

Specific Learning

Background: Specific learning disorder (SLD) is a neurodevelopmental disorder characterized by impairment in reading, written expression, and arithmetic. It can be identified during early school days itself. There is a lack of a screening tool for SLD that is properly validated and easy to administer. This study is an attempt to validate an ultrashort tool for screening SLD. Methods: This cross-sectional study was done at Government Medical College Ernakulam, South India. Children aged 6–16 years attending Psychiatry Outpatient Department were recruited by consecutive sampling. The self-administered screening tool, known as Ernakulam Learning Disorder (ELD) tool, was given twice within a gap of 2 months, and the results were compared with the clinical diagnosis, which was taken as the gold standard. The sensitivity, specificity, positive predictive value, negative predictive value, and kappa of the screening tool were calculated. Results: The sample consisted of children aged 8–16 years. The sensitivity and specificity of the tool were found to be 98.2 (95% confidence interval [CI] = 90.4–100) and 87.5 (CI = 76.8–94.4), respectively. The positive predictive value was 87.3 (CI = 76.5–94.4) and the negative predictive value was 98.2 (CI = 90.6–100). The kappa value was 0.96 (CI = 0.92–1.01). Conclusions: ELD tool seems highly useful as a screening instrument for detecting SLD; it is simple, easy to remember, and easy to administer.

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Specific Learning Disorder among Primary School Children of Sarai Alamgir

Journal of the Pakistan Medical Association ◽

10.47391/jpma.1092 ◽

2021 ◽

pp. 1-10

Author(s):

Noreena Kausar ◽

Nadia Farhat ◽

Fauzia Maqsood ◽

Hafsa Qurban ◽

Admin

Keyword(s):

Primary School ◽

Diagnostic Criteria ◽

School Children ◽

Learning Disorders ◽

Primary School Children ◽

Learning Disorder ◽

Cross Sectional ◽

Reading And Writing ◽

Specific Learning Disorder ◽

Specific Learning

Abstract Objective: To examine the frequency of specific learning disorder (SLD) among primary school children of Sarai Alamgir, Pakistan. Methods: The current cross-sectional study was conducted from January to July 2018 in Sarai Alamgir. Multistage stratified sampling technique was used to select the sample from target population (N=914) of school children studying in 3rd and 4th class of six primary schoolsof Sarai Alamgir, Pakistan.Sample of n=837 children was selected through the Taro Yamane formula. Structured Clinical Diagnostic Interviews based on DSM-V (APA, 2013) diagnostic criteria of specific learning disorder were used to collect data. Children were approached in their classes. Screening tool was applied on all selected children to screen out the vulnerable cases. After screening the vulnerable cases, diagnostic criteria of different specific learning disorders were applied on all vulnerable cases. The frequencies and percentages were analyzed to see the frequency of learning disorder among children. Results:Findings indicate that 174 (20.7%) children were vulnerable to specific learning disorders out of sample of 837 children. Total 13 (7.5%) children were diagnosed as suffering from different specific learning disorders from vulnerable participants. From vulnerable cases, 1(7.7%) childfulfilled the diagnostic criteria of reading impairment, 3 (23.1%) were diagnosed with mathematics impairment, 4 (30.8%) with multiple impairments in mathematics and writing, 1 (7.7%) with multiple impairments in mathematics and reading, 1 (7.7%) with multiple impairments in reading and writing, and 3 (23.1%) children were diagnosed as suffering from multiple impairments in mathematics, reading and writing. Continuous...

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