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dc.contributor.authorCubo Delgado, Esther 
dc.contributor.authorGonzález Deza, Cristina
dc.contributor.authorAusín Villaverde, Vanesa 
dc.contributor.authorDelgado Benito, Vanesa 
dc.contributor.authorSáez Velasco, Sara 
dc.contributor.authorCalvo Simal, Sara 
dc.contributor.authorGarcía Soto, Xose Ramón 
dc.contributor.authorCordero Guevara, José
dc.contributor.authorKompoliti, Katie
dc.contributor.authorLouis, Elan D.
dc.contributor.authorFuente Anuncibay, Raquel de la 
dc.date.accessioned2024-01-08T13:54:04Z
dc.date.available2024-01-08T13:54:04Z
dc.date.issued2017-08
dc.identifier.issn0251-5350
dc.identifier.urihttp://hdl.handle.net/10259/8251
dc.description.abstractBackground: 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.en
dc.description.sponsorshipJunta de Castilla y Leon, SOC/BU01/13.es
dc.format.mimetypeapplication/pdf
dc.language.isoenges
dc.publisherKarger Publishersen
dc.relation.ispartofNeuroepidemiology. 2017, V. 48, n. 3-4, p. 155-163en
dc.subjectTicsen
dc.subjectTourette syndromeen
dc.subjectLearning disabilityen
dc.subjectAttention deficit disorderen
dc.subjectMovement disordersen
dc.subjectEducationen
dc.subjectChronic tic disorderen
dc.subjectPrevalenceen
dc.subjectIncidenceen
dc.subject.otherSistema nervioso-Enfermedadeses
dc.subject.otherNervous system-Diseasesen
dc.subject.otherEducaciónes
dc.subject.otherEducationen
dc.titleThe Association of Poor Academic Performance with Tic Disorders: A Longitudinal, Mainstream School-Based Population Studyen
dc.typeinfo:eu-repo/semantics/articlees
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses
dc.relation.publisherversionhttps://doi.org/10.1159/000479517es
dc.identifier.doi10.1159/000479517
dc.identifier.essn1423-0208
dc.journal.titleNeuroepidemiologyen
dc.volume.number48es
dc.issue.number3-4es
dc.page.initial155es
dc.page.final163es
dc.type.hasVersioninfo:eu-repo/semantics/acceptedVersiones


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