Özgül öğrenme bozukluğu olan çocuklarda psikiyatrik eş tanıların incelenmesi

Amaç: Özgül öğrenme bozukluğu (ÖÖB), okul çağındaki akademik başarısızlıkların önemli bir nedenidir. Öğrenme sorunları çocuk ve ergenlik döneminde sık karşılaşılan sorunlar olup, kişisel, toplumsal ve ailesel işlevselliği bozabilmekte ve psikiyatrik bozukluklara temel hazırlayabilmektedir. Bu çalışmanın amacı, ÖÖB olgularında eşlik eden diğer tanıları ortaya koymaktır. Yöntem: Çalışmamız kesitsel olarak yapılmıştır. Araştırmanın olgu grubu 66, klinik karşılaştırma grubu 30, sağlıklı karşılaştırma grubu 55 çocuktan oluşmuştur. Sosyodemografik Veri Toplama Formu, Okul Çağı Çocukları için Duygulanım Bozuklukları ve Şizofreni Görüşme Çizelgesi-Şimdi ve Yaşam Boyu Versiyonu (ÇDŞG-ŞY), Bender Gestalt Testi ve ÖÖB tanı bataryası kullanılmıştır. Veriler Pearson ki-kare testi, Fisher-Freeman-Halton testi, Fisher's exact test ve Yates' continuity correction test kullanılarak değerlendirilmiştir. Bulgular: Çalışmaya katılan olgular yaş ortalaması 9.18 olan 14 kız (%21.2) ve 8.91 olan 52 erkek (%78.2) çocuktur. ÖÖB olgularının %72.7'sinde eş tanının olduğu, %27.3'ünde ise başka bir psikiyatrik tanının görülmediği bulunmuştur. ÖÖB'ye en sık eşlik eden tanılar sırasıyla dikkat eksikliği ve hiperaktivite bozukluğu (DEHB), karşıt olma karşıt gelme bozukluğu, ayrılık anksiyetesi bozukluğu, sosyal anksiyete bozukluğu, enürezis ve depresyondur. Tartışma: Bulgularımız ÖÖB olan çocuklarda eş tanı oranının literatür bilgilerini destekler şekilde sık olduğu yönündedir. Okuldaki zorlanmanın akran ilişkilerinden aile ilişkilerine, çocuğun özgüveninden ruhsal durumuna kadar birçok alanı etkilediği bilinmektedir. Bu nedenle, psikiyatrik eş tanıların taranması ve buna yönelik girişimler bu alanda atılması gereken adımların başında gelmelidir.

Psychiatric comorbidities in children with specific learning disability

Objective: Spesific learning disability (SLD) is a significant reason of academic failures during school age. Learning difficulties are frequent issues in childhood and adolescence that can potentially impair the personal, social and familial functionality of the child or the adolescent leading to psychiatric disorders. The aim of this research is to reveal the concomitant diagnoses of SLD cases. Methods: Our research was cross-sectional. Case group, clinical comparison group and healthy comparison group were composed of 66, 30 and 55 children, respectively. Sociodemographic Data Form, Schedule for Affective Disorders and Schizophrenia for School Aged Children- Present and Lifetime Version (SADS-PL), the Bender Visual Motor Gestalt Test and SLD diagnosis battery were used. The data were evaluated by using Pearson's chi square test, Fisher-Freeman-Halton test, Fisher's exact test and Yates' continuity correction test. Results: The mean ages of 14 girls (21.2%) and 52 boys (78.2%) that attended to our study were 9.18 and 8.91 respectively. It was found that 72.7% had a concomitant diagnosis and 27.3% had no other psychiatric diagnosis. The most frequent concomitant diagnoses of SLD were attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder, separation anxiety disorder, social anxiety disorder, enuresis, and depression, respectively. Discussion: Our results were consistent with the literature reporting that dual comorbidity rate in children with SLD was high. It is known that the difficulty in school affects many areas such as peer relations, family relations, self-confidence and mental state. For this reason, the screening of psychiatric comorbidities and their interventions are the most important steps.

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Anadolu Psikiyatri Dergisi-Cover
  • ISSN: 1302-6631
  • Yayın Aralığı: Yılda 6 Sayı
  • Başlangıç: 2000
  • Yayıncı: -