Psychiatric Comorbidity in Learning Disorder: Analysis of Family Variables

Capozzi, Francesca; Casini, Maria Luisa; Romani, Maria; Gennaro, Luigi De; Nicolais, Giampaolo; Solano, Luigi

doi:10.1007/s10578-007-0074-5

Cited by 31 publications

(24 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although psychiatric diagnoses are rare, a subset of approximately 40% displayed inattention, hyperactivity, social withdrawal, and atypical behaviors that affected parents’ ability to manage the child's physical and emotional needs. The prevalence of behavioral and emotional problems detected by the CBCL is very high when compared to typically developing Italian children [Gritti et al, ] and adolescents [Frigerio et al, ], but not when compared to populations with neurodevelopmental disorders, such as intellectual [Masi et al, ] and learning [Capozzi et al, ] disabilities. In our sample, internalizing problems (anxiety/sociality) were confirmed as common, and the CBCL total score was negatively correlated with the level of global social adaptive functioning.…”

Section: Discussionmentioning

confidence: 99%

Cognitive, adaptive, and behavioral features in Joubert syndrome

Bulgheroni

D’Arrigo

Signorini

et al. 2016

American J of Med Genetics Pt A

View full text Add to dashboard Cite

Joubert syndrome (JS) is a recessive neurodevelopmental disorder characterized by a distinctive cerebellar and brainstem malformation recognizable on brain imaging, the so-called molar tooth sign. The full spectrum of cognitive and behavioral phenotypes typical of JS is still far from being elucidated. The aim of this multicentric study was to define the clinical phenotype and neurobehavioral features of a large cohort of subjects with a neuroradiologically confirmed diagnosis of JS. Fifty-four patients aged 10 months to 29 years were enrolled. Each patient underwent a neurological evaluation as well as psychiatric and neuropsychological assessments. Global cognitive functioning was remarkably variable with Full IQ/General Quotient ranging from 32 to 129. Communication skills appeared relatively preserved with respect to both Daily Living and Socialization abilities. The motor domain was the area of greatest vulnerability, with a negative impact on personal care, social, and academic skills. Most children did not show maladaptive behaviors consistent with a psychiatric diagnosis but approximately 40% of them presented emotional and behavioral problems. We conclude that intellectual disability remains a hallmark but cannot be considered a mandatory diagnostic criterion of JS. Despite the high variability in the phenotypic spectrum and the extent of multiorgan involvement, nearly one quarter of JS patients had a favorable long-term outcome with borderline cognitive deficit or even normal cognition. Most of JS population also showed relatively preserved communication skills and overall discrete behavioral functioning in everyday life, independently from the presence and/or level of intellectual disability. © 2016 Wiley Periodicals, Inc.

show abstract

Section: Discussionmentioning

confidence: 99%

Cognitive, adaptive, and behavioral features in Joubert syndrome

Bulgheroni

D’Arrigo

Signorini

et al. 2016

American J of Med Genetics Pt A

View full text Add to dashboard Cite

show abstract

“…McGillivray and Baker [30] emphasized the likelihood of the co-occurrence of ADHD and SLD since they found that the diagnosis of both disorders is significantly much higher than for ADHD alone. Capozzi et al [12] also found ADHD symptoms to be the most prevalent in children in their SLD sample and reported that the prevalence of ADHD in the population with SLD might vary from 15.0 to 25.0 % according to different studies, while Du Paul [14] pointed out that approximately 31.0-45.0 % of students with SLD have ADHD. Although significant, our prevalence of ADHD (8.2 %) in the general SLD sample was lower than these figures.…”

Section: Discussionmentioning

confidence: 99%

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

Fortes

Paula

Oliveira

et al. 2015

Eur Child Adolesc Psychiatry

View full text Add to dashboard Cite

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.

show abstract

“…It has been well documented that children with learning difficulties show a greater risk for psychopathology compared with typically developing children and several studies have shown that, within a given mild ID population, between 24% and 54% of subjects present with serious emotional, social and behavioural problems (Dekker & Koot et al . 2002; Capozzi et al . 2008).…”

Section: Discussionmentioning

confidence: 99%