2026-04-17T10:17:13Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/82162023-12-19T01:05:21Zcom_10259_4839com_10259_5086com_10259_2604com_10259_4141com_10259_4415com_10259_3989com_10259.4_106col_10259_4840col_10259_4142col_10259_4416

Cubo Delgado, Esther Trejo Gabriel y Galán, José Mª Ausín Villaverde, Vanesa Sáez Velasco, Sara Delgado Benito, Vanesa Macarrón Vicente, Jesus Cordero Guevara, José Louis, Elan D. Kompoliti, Katie Benito-León, Julián 2023-12-18T10:23:11Z 2023-12-18T10:23:11Z 2013-07 0022-3476 http://hdl.handle.net/10259/8216 10.1016/j.jpeds.2012.12.030 Objective: To analyze the association between tic disorders and poor academic performance in school-aged children. Study design: This was a cross-sectional, observational study conducted in a randomly selected sample of mainstream school-aged children (aged 6-16 years). The sampling frame included different types of schools and educational levels. Children with poor academic performance (eg, repeating a grade, special needs), and tic disorders (defined based on Diagnostic and Statistical Manual of Mental Disorders, 4th Edition, Text Revision criteria) were identified. Children with and without tics and children with and without poor academic performance were compared in terms of clinical features (ie, medical history and neurologic and psychiatric comorbidities), school, and environmental characteristics. Logistic regression analyses were performed using school performance (dependent variable) and tic disorders (independent variable), after adjusting for confounding variables. Results: The study cohort comprised 1867 children (mean age, 10.9 + 2.9 years; 1007 males [53.9%]). Tics were present in 162 children (8.6%), and poor academic performance was noted in 223 (11.9%). Overall poor academic performance was associated with age (OR, 1.71; P < .0001), television viewing (OR, 5.33; P = .04), attention deficit hyperactivity disorder (OR, 1.38; P < .0001), and family history of school dysfunction (OR, 2.43; P = .02) and was negatively associated with higher IQ score (OR, 0.90; P < .0001) and tic disorders (OR, 0.29; P = .01). Conclusion: After adjusting for other covariates, the presence of tic disorders was not associated with poor academic performance in our cohort. Early academic support and modification of environmental characteristics are needed for children at higher risk for school dysfunction, to enhance academic performance. Supported by SACYL, Biomedicine project GRS 157-A, Health Research Grant PI 070846, and the European General Development Co-funding. application/pdf eng Elsevier The Journal of Pediatrics. 2013, V. 163, n. 1, p. 217-223.e3 https://doi.org/10.1016/j.jpeds.2012.12.030 info:eu-repo/grantAgreement/SACYL//GRS 157-A/ Attribution-NonCommercial-NoDerivatives 4.0 Internacional http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess Tics Movement disorders Epidemiology School dysfunction Enseñanza primaria Enseñanza secundaria Educación especial Education, Primary Education, Secondary Special education Psicología Psychology Association of Tic Disorders with Poor Academic Performance in Central Spain: A Population-Based Study info:eu-repo/semantics/article info:eu-repo/semantics/acceptedVersion The Journal of Pediatrics 163 1 217 223.e3