RT info:eu-repo/semantics/article
T1 The Association of Poor Academic Performance with Tic Disorders: A Longitudinal, Mainstream School-Based Population Study
A1 Cubo Delgado, Esther
A1 González Deza, Cristina
A1 Ausín Villaverde, Vanesa
A1 Delgado Benito, Vanesa
A1 Sáez Velasco, Sara
A1 Calvo Simal, Sara
A1 García Soto, Xose Ramón
A1 Cordero Guevara, José
A1 Kompoliti, Katie
A1 Louis, Elan D.
A1 Fuente Anuncibay, Raquel de la
K1 Tics
K1 Tourette syndrome
K1 Learning disability
K1 Attention deficit disorder
K1 Movement disorders
K1 Education
K1 Chronic tic disorder
K1 Prevalence
K1 Incidence
K1 Sistema nervioso-Enfermedades
K1 Nervous system-Diseases
K1 Educación
K1 Education
AB Background: Little is known about the academic performance of students with tic disorders (TD). Our aim was to investigate the association of TD and poor academic performance over time. Methods: Longitudinal, observational study of mainstream schoolchildren comparing grade retention (GR) and learning disorders (LD) in students with vs. without TD between 2010 and 2014. Students with vs. without TD based on DSM-IV-TR criteria, or with vs. without GR and LD were compared in terms of comorbidities, school, and environmental characteristics. The association of TD with GR was analyzed using hazard ratios (HRs) with 95% CIs, and with LD using logistic regression analysis [Odds ratio (OR)]. Results: Two hundred fifty-eight students were included (mean age 14.0 ± 1.71 years, 143 [55.4%] males). The incident rate for TD and GR was 2.6 and 3.3 per 100 persons-year, respectively. LD found in 21 (9.9%) students was associated with TD (OR 11.62, 95% CI 2.21-60.90, p = 0.004), and attention deficit hyperactivity disorder (ADHD; OR 6.63, 95% CI 1.55-28.37, p = 0.01). Low psychological support (HRs 12.79, 95% CI 3.39-48.17) and low sport participation (HRs 6.41, 95% CI 1.54-26.78) were risk factors for GR. Conclusions: TD was associated with academic difficulties, namely, LD in conjunction with ADHD but not GR. The diagnosis of TD and comorbidities, and the initiation of proper treatment could have a favorable impact on school performance, and consequently on social development.
PB Karger Publishers
SN 0251-5350
YR 2017
FD 2017-08
LK http://hdl.handle.net/10259/8251
UL http://hdl.handle.net/10259/8251
LA eng
NO Junta de Castilla y Leon, SOC/BU01/13.
DS Repositorio Institucional de la Universidad de Burgos
RD 08-may-2024