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Pesquisa : F03.625.562.700 [Categoria DeCS]
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  1 / 19 MEDLINE  
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[PMID]:28056381
[Au] Autor:Balboni G; Incognito O; Belacchi C; Bonichini S; Cubelli R
[Ad] Endereço:University of Perugia, Piazza G. Ermini, 1, 06123 Perugia, Italy. Electronic address: giulia.balboni@unipg.it.
[Ti] Título:Vineland-II adaptive behavior profile of children with attention-deficit/hyperactivity disorder or specific learning disorders.
[So] Source:Res Dev Disabil;61:55-65, 2017 Feb.
[Is] ISSN:1873-3379
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: The evaluation of adaptive behavior is informative in children with attention-deficit/hyperactivity disorder (ADHD) or specific learning disorders (SLD). However, the few investigations available have focused only on the gross level of domains of adaptive behavior. AIMS: To investigate which item subsets of the Vineland-II can discriminate children with ADHD or SLD from peers with typical development. METHODS AND PROCEDURES: Student's t-tests, ROC analysis, logistic regression, and linear discriminant function analysis were used to compare 24 children with ADHD, 61 elementary students with SLD, and controls matched on age, sex, school level attended, and both parents' education level. RESULTS: Several item subsets that address not only ADHD core symptoms, but also understanding in social context and development of interpersonal relationships, allowed discrimination of children with ADHD from controls. The combination of four item subsets (Listening and attending, Expressing complex ideas, Social communication, and Following instructions) classified children with ADHD with both sensitivity and specificity of 87.5%. Only Reading skills, Writing skills, and Time and dates discriminated children with SLD from controls. CONCLUSIONS: Evaluation of Vineland-II scores at the level of item content categories is a useful procedure for an efficient clinical description.
[Mh] Termos MeSH primário: Adaptação Psicológica
Transtorno do Deficit de Atenção com Hiperatividade/psicologia
Transtorno de Aprendizagem Específico/psicologia
[Mh] Termos MeSH secundário: Adolescente
Atenção
Transtorno do Deficit de Atenção com Hiperatividade/diagnóstico
Estudos de Casos e Controles
Criança
Pré-Escolar
Comunicação
Análise Discriminante
Feminino
Seres Humanos
Modelos Lineares
Modelos Logísticos
Masculino
Leitura
Sensibilidade e Especificidade
Habilidades Sociais
Transtorno de Aprendizagem Específico/diagnóstico
Redação
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1707
[Cu] Atualização por classe:170718
[Lr] Data última revisão:
170718
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170106
[St] Status:MEDLINE


  2 / 19 MEDLINE  
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[PMID]:27683829
[Au] Autor:Silva NS; Crenitte PA
[Ad] Endereço:Departamento de Fonoaudiologia, Faculdade de Odontologia de Bauru, Universidade de São Paulo - USP - Bauru (SP), Brasil.
[Ti] Título:Performance of children at risk for reading difficulties submitted to an intervention program.
[Ti] Título:Desempenho de crianças com risco para dificuldade de leitura submetidas a um programa de intervenção..
[So] Source:Codas;28(5):517-525, 2016 9-10.
[Is] ISSN:2317-1782
[Cp] País de publicação:Brazil
[La] Idioma:por; eng
[Ab] Resumo:Purpose: To assess the applicability of an intervention program to children at risk for reading disabilities. Methods: This experimental study compared 10 children at risk for reading difficulty submitted to a phonological decoding intervention program (study group) with 10 other children at risk for reading difficulty not submitted to the program (control group). The intervention program was based on two international studies. It comprised 24 sessions: the first 12 sessions were conducted with groups of two to three children, whereas the others were performed individually. The sessions lasted 50 minutes and were held twice a week. Statistical analysis was conducted using the Student's t-test and the Wilcoxon Signed-Rank test. Results: Children at risk for reading difficulties submitted to the phonological decoding intervention program showed statistically significant improvement at post-assessment in the performance of the following skills: letter naming; phoneme-grapheme relationship; phonological awareness; phonological working memory for non-words; phonological working memory for digits in direct order; alphabet recognition in sequence; writing under dictation of words and pseudowords; reading of words and pseudowords. Conclusion: The phonological decoding intervention program showed applicability to improve the prerequisite skills of reading and writing of children at risk for reading disabilities.
[Mh] Termos MeSH primário: Intervenção Precoce (Educação)/métodos
Leitura
Transtorno de Aprendizagem Específico/reabilitação
[Mh] Termos MeSH secundário: Brasil
Criança
Feminino
Seres Humanos
Masculino
Fatores de Risco
[Pt] Tipo de publicação:COMPARATIVE STUDY; JOURNAL ARTICLE
[Em] Mês de entrada:1701
[Cu] Atualização por classe:170106
[Lr] Data última revisão:
170106
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160930
[St] Status:MEDLINE


  3 / 19 MEDLINE  
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[PMID]:27658625
[Au] Autor:Konrad K; Schulte-Körne G
[Ad] Endereço:1 Lehr- und Forschungsgebiet Klinische Neuropsychologie des Kindes- und Jugendalters, Klinik für Kinder- und Jugendpsychiatrie, -psychosomatik und -psychotherapie, Universitätsklinikum der RWTH Aachen, Deutschland.
[Ti] Título:[Specific Learning Disabilities: Current challenges and opportunities].
[Ti] Título:Entwicklungsstörungen schulischer Fertigkeiten: Aktuelle Herausforderungen und Chancen..
[So] Source:Z Kinder Jugendpsychiatr Psychother;44(5):329-332, 2016 09.
[Is] ISSN:1422-4917
[Cp] País de publicação:Switzerland
[La] Idioma:ger
[Mh] Termos MeSH primário: Deficiências do Desenvolvimento/diagnóstico
Transtorno de Aprendizagem Específico/diagnóstico
[Mh] Termos MeSH secundário: Criança
Pré-Escolar
Deficiências do Desenvolvimento/classificação
Deficiências do Desenvolvimento/terapia
Diagnóstico Diferencial
Manual Diagnóstico e Estatístico de Transtornos Mentais
Diagnóstico Precoce
Intervenção Precoce (Educação)
Seres Humanos
Transtorno de Aprendizagem Específico/classificação
Transtorno de Aprendizagem Específico/terapia
[Pt] Tipo de publicação:EDITORIAL; INTRODUCTORY JOURNAL ARTICLE
[Em] Mês de entrada:1701
[Cu] Atualização por classe:170821
[Lr] Data última revisão:
170821
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160924
[St] Status:MEDLINE


  4 / 19 MEDLINE  
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[PMID]:27644917
[Au] Autor:Vaivre-Douret L; Boschi A; Cuny ML; Clouard C; Mosser A; Golse B; Philippe A; Bourgeois M; Boddaert N; Puget S
[Ad] Endereço:Faculté de médecine, université Paris Descartes, 15, rue de l'École de Médecine, 75006 Sorbonne Paris Cité, France; CESP, université de Paris-Sud, UVSQ, INSERM 1018, université de Paris-Saclay, hôpital Necker-Enfants Malades, Carré-Necker, porte N4, 149, rue de Sèvres, 75015 Paris, France; Service d
[Ti] Título:[Left temporal arachnoid cyst and specific learning disorders associated with Pervasive Developmental Disorders - Not Otherwise Specified (PDD-NOS): contributions of an integrative neuropsychomotor, neuropsychological, psychopathological and neurosurgical approach about a case report in a child (François)].
[Ti] Título:Kyste arachnoïdien temporal gauche et troubles spécifiques des apprentissages associés à un trouble envahissant du développement non spécifié (TED-NoS) : apports d'une approche intégrative neuro-psychomotrice neuropsychologique, psychopathologique et neurochirurgicale à propos d'une observation chez un enfant (le cas François)..
[So] Source:Encephale;42(6):582-588, 2016 Dec.
[Is] ISSN:0013-7006
[Cp] País de publicação:France
[La] Idioma:fre
[Ab] Resumo:Left temporal arachnoid cyst and specific learning disorders associated with pervasive developmental disorders - not otherwise specified (PDD-NOS): contributions of an integrative neuro-psychomotor, neuropsychological, psychopathological and neurosurgical approach about a case report in a child (François). With DSM-IV and DSM-IV-TR, the terminology of pervasive developmental disorders (PDD) covers two main categories of infantile disorders: disorders of "strictly" autistic nature and pervasive developmental disorders - not otherwise specified (PDD-NOS). Under the terminology of multiple complex developmental disorder (MCDD), it is proposed to classify children presenting symptoms approaching the psychotic disharmonies and usually diagnosed as PDD-NOS. Such a category of developmental disorders is now included without nosographic distinction in the autistic spectrum in the Diagnostic and Statistical Manual of mental disorders (DSM-V). CASE REPORT: We are reporting a case report of a 6-year-old boy which shows a PDD-NoS/MCDD complex symptomatology type. This child presents multiple disorders: minor neurological signs (soft signs), neuro-psychomotor disorders, developmental coordination disorder (DCD), communication, thought, and regulation of emotions disorders, attention deficit disorders (ADD); in the presence of a high verbal intellectual potential, which makes it difficult to establish a clear diagnosis. A cerebral magnetic resonance imaging (MRI) was carried out due to the presence of minor neurological signs (soft signs) and of neurodevelopmental multiple disorders. The MRI revealed a voluminous arachnoid temporo-polar left cyst with a marked mass effect on the left temporal lobe. DISCUSSION: A neurosurgical intervention allowed to observe the gradual disappearance of the specific symptomatology (in particular soft signs, neuro-psychomotor functions and autistic symptoms) secondary to the interference of the cyst's pressure with intracranial areas involving neurological and psychopathological abnormalities, underlying at the same time the reversibility of the disorders after decompression as demonstrated in some studies. There are always, with a quantitative and qualitative decrease, an emotional dysregulation, a DCD, an ADD as well as impairments in the executive functions. CONCLUSION: This clinical case underlines the necessity of an evaluation in a transdisciplinary way and to follow the developmental evolution of the child in order to focus adapted therapeutics. Furthermore, with neurodevelopmental disorders not specified, it is important to examine the presence of soft signs with standardized neuro-psychomotor assessment, and then, to propose an MRI investigation. To our knowledge, this is the first report in the literature with a school age child of an unusual association between a temporal arachnoid cyst associated with PDD-NOS/MCDD.
[Mh] Termos MeSH primário: Cistos Aracnóideos/terapia
Transtornos Globais do Desenvolvimento Infantil/terapia
Procedimentos Neurocirúrgicos/métodos
Transtorno de Aprendizagem Específico/terapia
Lobo Temporal/cirurgia
[Mh] Termos MeSH secundário: Cistos Aracnóideos/psicologia
Cistos Aracnóideos/cirurgia
Transtorno do Deficit de Atenção com Hiperatividade/etiologia
Transtorno Autístico/etiologia
Transtorno Autístico/terapia
Criança
Transtornos Globais do Desenvolvimento Infantil/psicologia
Transtornos Globais do Desenvolvimento Infantil/cirurgia
Terapia Combinada
Seres Humanos
Imagem por Ressonância Magnética
Masculino
Transtornos das Habilidades Motoras/etiologia
Escalas de Graduação Psiquiátrica
Transtornos Psicomotores/etiologia
Transtornos Psicomotores/terapia
Transtorno de Aprendizagem Específico/psicologia
Transtorno de Aprendizagem Específico/cirurgia
Resultado do Tratamento
[Pt] Tipo de publicação:CASE REPORTS; JOURNAL ARTICLE
[Em] Mês de entrada:1709
[Cu] Atualização por classe:170920
[Lr] Data última revisão:
170920
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160921
[St] Status:MEDLINE


  5 / 19 MEDLINE  
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[PMID]:27589151
[Au] Autor:Kellems RO; Frandsen K; Hansen B; Gabrielsen T; Clarke B; Simons K; Clements K
[Ad] Endereço:Department of Counseling Psychology & Special Education, Brigham Young University, Provo, UT, United States. Electronic address: rkellems@byu.edu.
[Ti] Título:Teaching multi-step math skills to adults with disabilities via video prompting.
[So] Source:Res Dev Disabil;58:31-44, 2016 Nov.
[Is] ISSN:1873-3379
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The purpose of this study was to evaluate the effectiveness of teaching multi-step math skills to nine adults with disabilities in an 18-21 post-high school transition program using a video prompting intervention package. The dependent variable was the percentage of steps completed correctly. The independent variable was the video prompting intervention, which involved several multi-step math calculation skills: (a) calculating a tip (15%), (b) calculating item unit prices, and (c) adjusting a recipe for more or fewer people. Results indicated a functional relationship between the video prompting interventions and prompting package and the percentage of steps completed correctly. 8 out of the 9 adults showed significant gains immediately after receiving the video prompting intervention.
[Mh] Termos MeSH primário: Transtorno Autístico/reabilitação
Sinais (Psicologia)
Educação de Pessoa com Deficiência Intelectual/métodos
Deficiência Intelectual/reabilitação
Matemática/educação
Transtorno de Aprendizagem Específico/reabilitação
[Mh] Termos MeSH secundário: Adolescente
Computadores de Mão
Prática Clínica Baseada em Evidências
Feminino
Seres Humanos
Masculino
Gravação em Vídeo
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1703
[Cu] Atualização por classe:170330
[Lr] Data última revisão:
170330
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160903
[St] Status:MEDLINE


  6 / 19 MEDLINE  
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[PMID]:27280521
[Au] Autor:Craig F; Operto FF; De Giacomo A; Margari L; Frolli A; Conson M; Ivagnes S; Monaco M; Margari F
[Ad] Endereço:Child Neuropsychiatry Unit, Department of Basic Medical Sciences, Neuroscience and Sense Organs, University of Bari "Aldo Moro", Italy.
[Ti] Título:Parenting stress among parents of children with Neurodevelopmental Disorders.
[So] Source:Psychiatry Res;242:121-129, 2016 Aug 30.
[Is] ISSN:1872-7123
[Cp] País de publicação:Ireland
[La] Idioma:eng
[Ab] Resumo:In recent years, studies have shown that parents of children with Neurodevelopmental Disorders (NDDs) experience more parenting stress than parents of typically developing children, but the relation between the type of disorders and parenting stress is far from clear. The purpose of this study was to compare the parenting stress experienced by parents of 239 children with Specific Learning Disorders (SpLD), Language Disorders (LD), Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and typical development (TD). Parents of children with NDDs experience more parenting stress than those of children who have TD. Although, parents of children with ASD or ADHD report the most high scores of parenting stress, also the parents of children with SpLD or LD report higher parental stress compared with parent of children without NDDs. Another interesting finding was that IQ level or emotional and behavioral problems are associated with the higher levels of parenting stress. This study suggest that parent, both mothers and fathers, of children with different type of NDDs should be provided with interventions and resources to empower them with the knowledge and skills to reduce their stress and to enhance their quality of life.
[Mh] Termos MeSH primário: Transtornos do Neurodesenvolvimento/psicologia
Poder Familiar/psicologia
Pais/psicologia
Estresse Psicológico/psicologia
[Mh] Termos MeSH secundário: Adulto
Transtorno do Deficit de Atenção com Hiperatividade/psicologia
Transtorno do Espectro Autista/psicologia
Estudos de Casos e Controles
Criança
Pré-Escolar
Feminino
Seres Humanos
Transtornos da Linguagem/psicologia
Masculino
Qualidade de Vida
Transtorno de Aprendizagem Específico/psicologia
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1711
[Cu] Atualização por classe:171113
[Lr] Data última revisão:
171113
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160610
[St] Status:MEDLINE


  7 / 19 MEDLINE  
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[PMID]:27101024
[Au] Autor:Mukherjee S; Shah HR; Ramanathan S; Dewan M
[Ad] Endereço:*Department of Psychiatry, Topiwala National Medical College, Mumbai, India; †Department of Psychiatry and Behavioral Sciences, SUNY Upstate Medical University; and ‡Hutchings Psychiatric Center, Syracuse, NY.
[Ti] Título:Knowledge and Attitudes About Attention-Deficit/Hyperactivity Disorder and Specific Learning Disorder in an Urban Indian Population.
[So] Source:J Nerv Ment Dis;204(6):458-63, 2016 Jun.
[Is] ISSN:1539-736X
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Attention-deficit/hyperactivity disorder (ADHD) and specific learning disorders (SLDs) are an important cause of scholastic backwardness among children and often go unrecognized. Few studies have examined knowledge and attitudes toward ADHD and SLD among school-aged children. To address this deficit, 120 school-aged children, attending a child guidance clinic in Mumbai, were interviewed using a questionnaire that examined children's knowledge and attitudes about ADHD and SLD. The results were compared both qualitatively and quantitatively with a frequently occurring medical illness, common cold. Approximately 80% to 100% of children were aware of their illness; however, a large variation was noted in the proportion of children (15%-80%) who could describe their symptoms, provide accurate attributions for their illness, and identify treatment modalities. Children with ADHD reported greater control over their illness. The study identified a significant lack of knowledge about ADHD and SLD among school-aged children in India and discusses implications of this finding.
[Mh] Termos MeSH primário: Transtorno do Deficit de Atenção com Hiperatividade/psicologia
Conhecimentos, Atitudes e Prática em Saúde
Vigilância da População
Transtorno de Aprendizagem Específico/psicologia
População Urbana
[Mh] Termos MeSH secundário: Adolescente
Transtorno do Deficit de Atenção com Hiperatividade/diagnóstico
Transtorno do Deficit de Atenção com Hiperatividade/epidemiologia
Criança
Estudos Transversais
Feminino
Seres Humanos
Índia/epidemiologia
Masculino
Projetos Piloto
Vigilância da População/métodos
Estigma Social
Transtorno de Aprendizagem Específico/diagnóstico
Transtorno de Aprendizagem Específico/epidemiologia
Inquéritos e Questionários
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1705
[Cu] Atualização por classe:170523
[Lr] Data última revisão:
170523
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:160422
[St] Status:MEDLINE
[do] DOI:10.1097/NMD.0000000000000524


  8 / 19 MEDLINE  
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[PMID]:26727043
[Au] Autor:Giofrè D; Stoppa E; Ferioli P; Pezzuti L; Cornoldi C
[Ad] Endereço:a Department of General Psychology , University of Padova , Padua , Italy.
[Ti] Título:Forward and backward digit span difficulties in children with specific learning disorder.
[So] Source:J Clin Exp Neuropsychol;38(4):478-86, 2016.
[Is] ISSN:1744-411X
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:This study examined performance in the forward and backward digit span task of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) in a large group of children with specific learning disorder (SLD) as compared with a group of typically developing children matched for age and sex. Our results further support the hypothesis that the intellectual difficulties of children with SLD involve working memory in the forward digit span task to a greater extent than in the backward digit span task. The correlation of the two spans with a General Ability Index (GAI) was similar in SLD, and smaller in magnitude than in typically developing children. Despite a GAI within normal range, children with SLD had difficulty with both digit span tasks, but more so for forward span. This pattern was similar for different SLD profiles with clinical diagnoses of dyslexia and mixed disorder, but the impairments were more severe in the latter. Age differences were also investigated, demonstrating larger span impairment in older children with SLD than in younger.
[Mh] Termos MeSH primário: Memória de Curto Prazo/fisiologia
Rememoração Mental/fisiologia
Transtorno de Aprendizagem Específico/diagnóstico
Transtorno de Aprendizagem Específico/fisiopatologia
[Mh] Termos MeSH secundário: Adolescente
Estudos de Casos e Controles
Criança
Feminino
Seres Humanos
Masculino
Testes Neuropsicológicos
Estatística como Assunto
Escalas de Wechsler
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1611
[Cu] Atualização por classe:161230
[Lr] Data última revisão:
161230
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160105
[St] Status:MEDLINE
[do] DOI:10.1080/13803395.2015.1125454


  9 / 19 MEDLINE  
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[PMID]:26142743
[Au] Autor:Tannock R
[Ad] Endereço:The Hospital for Sick Children, Toronto, Canada. rosemary.tannock@utoronto.ca.
[Ti] Título:Provision of evidence-based intervention is not part of the DSM-5 diagnostic criteria for Specific Learning Disorder.
[So] Source:Eur Child Adolesc Psychiatry;25(2):209-10, 2016 Feb.
[Is] ISSN:1435-165X
[Cp] País de publicação:Germany
[La] Idioma:eng
[Mh] Termos MeSH primário: Manual Diagnóstico e Estatístico de Transtornos Mentais
Transtorno de Aprendizagem Específico
[Mh] Termos MeSH secundário: Seres Humanos
[Pt] Tipo de publicação:COMMENT; LETTER
[Em] Mês de entrada:1608
[Cu] Atualização por classe:171013
[Lr] Data última revisão:
171013
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:150706
[St] Status:MEDLINE
[do] DOI:10.1007/s00787-015-0736-y


  10 / 19 MEDLINE  
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[PMID]:25925785
[Au] Autor:Fortes IS; Paula CS; Oliveira MC; Bordin IA; de Jesus Mari J; Rohde LA
[Ad] Endereço:National Institute of Developmental Psychiatry for Children and Adolescents, Porto Alegre, Brazil. bela_fortes@hotmail.com.
[Ti] Título: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.
[So] Source:Eur Child Adolesc Psychiatry;25(2):195-207, 2016 Feb.
[Is] ISSN:1435-165X
[Cp] País de publicação:Germany
[La] Idioma:eng
[Ab] Resumo: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.
[Mh] Termos MeSH primário: Transtornos de Ansiedade/epidemiologia
Transtorno do Deficit de Atenção com Hiperatividade/epidemiologia
Dislexia/epidemiologia
Transtorno de Aprendizagem Específico/epidemiologia
[Mh] Termos MeSH secundário: Logro
Adolescente
Transtornos de Ansiedade/diagnóstico
Transtornos de Ansiedade/psicologia
Transtorno do Deficit de Atenção com Hiperatividade/diagnóstico
Transtorno do Deficit de Atenção com Hiperatividade/psicologia
Brasil/epidemiologia
Criança
Comorbidade
Estudos Transversais
Manual Diagnóstico e Estatístico de Transtornos Mentais
Dislexia/diagnóstico
Dislexia/psicologia
Feminino
Seres Humanos
Masculino
Transtornos Mentais/diagnóstico
Transtornos Mentais/epidemiologia
Transtornos Mentais/psicologia
Prevalência
Escalas de Graduação Psiquiátrica
Instituições Acadêmicas
Classe Social
Transtorno de Aprendizagem Específico/diagnóstico
Transtorno de Aprendizagem Específico/psicologia
[Pt] Tipo de publicação:JOURNAL ARTICLE; RESEARCH SUPPORT, NON-U.S. GOV'T
[Em] Mês de entrada:1609
[Cu] Atualização por classe:171013
[Lr] Data última revisão:
171013
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:150501
[St] Status:MEDLINE
[do] DOI:10.1007/s00787-015-0708-2



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BIREME/OPAS/OMS - Centro Latino-Americano e do Caribe de Informação em Ciências da Saúde