RT info:eu-repo/semantics/article
T1 Association of Tic Disorders with Poor Academic Performance in Central Spain: A Population-Based Study
A1 Cubo Delgado, Esther
A1 Trejo Gabriel y Galán, José Mª
A1 Ausín Villaverde, Vanesa
A1 Sáez Velasco, Sara
A1 Delgado Benito, Vanesa
A1 Macarrón Vicente, Jesus
A1 Cordero Guevara, José
A1 Louis, Elan D.
A1 Kompoliti, Katie
A1 Benito-León, Julián
K1 Tics
K1 Movement disorders
K1 Epidemiology
K1 School dysfunction
K1 Enseñanza primaria
K1 Education, Primary
K1 Enseñanza secundaria
K1 Education, Secondary
K1 Educación especial
K1 Special education
K1 Psicología
K1 Psychology
AB 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.
PB Elsevier
SN 0022-3476
YR 2013
FD 2013-07
LK http://hdl.handle.net/10259/8216
UL http://hdl.handle.net/10259/8216
LA eng
NO Supported by SACYL, Biomedicine project GRS 157-A, HealthResearch Grant PI 070846, and the European General Development Co-funding.
DS Repositorio Institucional de la Universidad de Burgos
RD 08-may-2024