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.
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.
National Institute of Developmental Psychiatry for Children and Adolescents, Porto Alegre, Brazil. bela_fortes@hotmail.com.|Graduate Program in Psychiatry, Universidade de São Paulo, São Paulo, São Paulo, Brazil. bela_fortes@hotmail.com.
Isabela S
IS
Fortes
Programa de Pós-Graduação em Distúrbios do Desenvolvimento, Universidade Presbiteriana Mackenzie, São Paulo, São Paulo, Brazil.|Departamento de Psiquiatria, Universidade Federal de São Paulo, São Paulo, São Paulo, Brazil.
Cristiane S
CS
Paula
Instituto de Matemática e Estatística, Universidade de São Paulo, São Paulo, São Paulo, Brazil.
Melaine C
MC
Oliveira
Departamento de Psiquiatria, Universidade Federal de São Paulo, São Paulo, São Paulo, Brazil.
Isabel A
IA
Bordin
Departamento de Psiquiatria, Universidade Federal de São Paulo, São Paulo, São Paulo, Brazil.
Jair
J
de Jesus Mari
National Institute of Developmental Psychiatry for Children and Adolescents, Porto Alegre, Brazil. lrohde@terra.com.br.|Graduate Program in Psychiatry, Universidade de São Paulo, São Paulo, São Paulo, Brazil. lrohde@terra.com.br.|Hospital de Clínicas de Porto Alegre, Universidade Federal do Rio Grande do Sul, Porto Alegre, Rio Grande do Sul, Brazil. lrohde@terra.com.br.|ADHD Outpatient Program (ProDAH) at the Child and Adolescent Psychiatric Division, Hospital de Clínicas de Porto Alegre, Ramiro Barcellos, 2350, 90035-003, Porto Alegre, RS, Brazil. lrohde@terra.com.br.
Luis A
LA
Rohde
D000124:Achievement; D000293:Adolescent; D001008:Anxiety Disorders / Q000175:diagnosis / Q000453:epidemiology* / Q000523:psychology; D001289:Attention Deficit Disorder with Hyperactivity / Q000175:diagnosis / Q000453:epidemiology* / Q000523:psychology; D001938:Brazil / Q000453:epidemiology; D002648:Child; D015897:Comorbidity; D003430:Cross-Sectional Studies; D039721:Diagnostic and Statistical Manual of Mental Disorders; D004410:Dyslexia / Q000175:diagnosis / Q000453:epidemiology* / Q000523:psychology; D005260:Female; D006801:Humans; D008297:Male; D001523:Mental Disorders / Q000175:diagnosis / Q000453:epidemiology / Q000523:psychology; D015995:Prevalence; D011569:Psychiatric Status Rating Scales; D012574:Schools; D012923:Social Class; D000067559:Specific Learning Disorder / Q000175:diagnosis / Q000453:epidemiology* / Q000523:psychology
Academic performance; Children and adolescents; Comorbidity; DSM-5; Mental health disorders; Specific learning disorder