An Epidemiological Survey of Childhood Developmental Disorders in primary school children (original) (raw)
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Epidemiological aspects of developmental disorders in school aged children
Multiple factors infl uence the discrepancy between the prevalence rates of developmental disorders worldwide. In addition to different prevalence rates of developmental disorders, there are differences in terminology and their classifi cation. The purpose of the research was to estimate the prevalence and gender distribution of developmental disorders and to calculate the number of children with developmental disorders and special educational needs in a convenience sample of school-age children. We also calculated the number of children with congenital malformations and diseases that affect vision and hearing. We processed the data from medical records of 1750 children (835 males and 915 females) who were examined in the Pediatric Dispensary, Military Hospital, Skopje, Republic of Macedonia during the period of June 30 1992 to June 30 2011. A descriptive method was used. For statistical data analysis we used Chi-square test and Fisher exact test with level of signifi cance p<0.0...
Burden of Developmental and Behavioral Problems among Children - A Descriptive Hospital Based Study
Journal of Nobel Medical College, 2014
The child development is a dynamic process that utilizes the genetic potential of the baby to achieve full potential within the context of available environment. Throughout the world, there are growing concerns about developmental, behavioural, social and emotional wellbeing of children. The management of these issues is possible only with an organized approach through a multidisciplinary team Objective: To estimate the prevalence of developmental and behavioral disorders in children. Method: Data were collected from primary caregivers of children presented to a developmental and behavioral pediatrics clinic over a period of 12 months. Standard screening and assessment tools like Strength and Difficulty Questionnaire (SDQ), Spence anxiety scale and Vanderbilt rating scale for ADHD were used. Cases were referred to the Psychiatrist, psychologist, speech therapist and physiotherapist for assessment and management when needed. Results: A total of 85 children with developmental problems...
Screening of Developmental Difficulties during the Transition to Primary School
International Journal of Environmental Research and Public Health, 2021
The five-to-fifteen (FTF) questionnaire is a screening tool completed by parents that is able to distinguish developmental disorders in children aged 5 to 15 years old. The current study aimed to characterize the developmental difficulties by gender and school age (kindergarten and first grade) of children in their transition to primary school, using the Spanish-language version of the FTF questionnaire. The participants were 541 parents of typically developed children from kindergarten and first grade in public schools in Chile. Developmental difficulties were revealed, showing that boys displayed significantly more difficulties in their social skills when compared to girls, and that kindergartners displayed significantly more developmental difficulties than first graders. The children’s developmental difficulties in executive functions, social skills, and emotional/behavioral problems exhibited interactions between gender and school age. The findings were discussed in terms of cur...
Prevalence of Behavioural Problems among School Children: A Pilot Study
https://www.ijhsr.org/IJHSR\_Vol.8\_Issue.12\_Dec2018/IJHSR\_Abstract.016.html, 2018
Introduction: Behavioural problems in children are actually the characteristics that do not meet the criteria of mental disorder, but can lead to the development of mental disorder in later life if not taken care of. Behavioural problems can be of different types-both externalizing and internalizing i.e. hyperactivity, inattention, temper tantrum, depression, anxiety, aggression, disobedience, peer problems, nail biting, thumb sucking, sleep problems etc. Behavioural problems in children should be identified and managed as early as possible to prevent further complications. Objectives: The objectives of the study are To assess the behavioural problems among school children To assess the sociodemographic profile of children with behavioural problems To find out the association between behavioural problems and selected demographic variables Methodology: The present study is a descriptive survey study that is conducted among 50 no of students selected randomly from government primary schools of Baksa District, Assam. The tools used for data collection are strength and difficulty questionnaire (SDQ)-teacher form and socio-demographic proforma for school children. After collecting the data, statistical analysis of data has been done with descriptive and inferential statistics. Results: 18% of the students have abnormal behavioural while 12% have borderline behavioural problems. Highest number of students (26%) has conduct problems. Mean score of externalizing problem is more than that of internalizing problem. There is significant association between emotional problem and age, conduct problem and gender, conduct problem and no of siblings, hyperactivity and religion, prosocial problem and age Conclusion: Behavioural problems exist at the early stage of human development i.e. childhood. It is important to identify the child with behavioural problems at the earliest where school teachers can take an active role in a country like India, thus reducing the cost of health economy.
Academic Performance in Primary School Children With Common Emotional and Behavioral Problems
Journal of School Health, 2017
BACKGROUND: Many emotional and behavioral problems first emerge in primary school and are the forerunners of mental health problems occurring in adolescence. However, the extent that these problems may be associated with academic failure has been explored less. We aimed to quantify the association between emotional and behavioral problems with academic performance. METHODS: A stratified random sample of 8 to 9 year-olds (N = 1239) were recruited from schools in Australia. Data linkage was performed with a national assessment of academic performance to assess reading and numeracy. Parent report assessed emotional and behavioral problems with students dichotomized into 'borderline/abnormal' and 'normal' categories. RESULTS: One in 5 grade 3 students fell in the 'borderline/abnormal' category. Boys with total difficulties (² =-47.8, 95% CI:-62.8 to-32.8), conduct problems, and peer problems scored lower on reading. Numeracy scores were lower in boys with total difficulties (² =-37.7, 95% CI:-53.9 to-21.5) and emotional symptoms. Children with hyperactivity/inattention scored lower in numeracy. Girls with peer problems scored lower in numeracy. CONCLUSIONS: Boys with emotional and behavioral problems in mid-primary school were 12 months behind their peers. Children with emotional and behavioral problems are at high risk for academic failure, and this risk is evident in mid-primary school.
Advance data, 1990
The data presented in this report show that developmental, learning, and behavioral disorders are among the most prevalent chronic conditions of childhood and adolescence. Overall, nearly 20 percent of young people ages 3-17 years were found to have had one or more of these conditions. By the time they reached ages 12-17 years, 1 in 4 adolescents, and nearly 3 in 10 male adolescents, had experienced one of these disorders. When very young children with developmental delays were included, the total number of U.S. children affected came to about 10.7 million. As high as these figures may seem, it is altogether possible that they are underestimates of the true prevalence of the conditions. The only childhood disorders counted in NHIS-CH were those that had been recognized by parents or identified by physicians, psychologists, or teachers and communicated to parents with sufficient clarity that the parents were able to report them to survey interviewers. There is reason to believe that ...
Abstract The aim of this study was to investigate the behavioral and emotional problems of children with and without learning disabilities. The study sample consisted of 15 teachers and 424 primary school children with and without learning disabilities were selected from two governmental primary schools at Beni-Suef City, using case –control research design. Data were collected by the teachers using the Strengths and Difficulties Questionnaire (SDQ) for children and adolescents aged 4-16 years. The results conducted that the prevalence of total difficulties scores among primary school children with learning disabilities was 98.1% abnormal difficulties compared to 79.7% of normal children. Results also found that statistical significant differences were found between children with and without learning disability in all sub domains of emotional and behavioral disorders. This study documents that the high prevalence of difficulties among primary school children is an alarming condition...
Canadian journal of psychiatry. Revue canadienne de psychiatrie, 2004
Despite being essential for defining and planning special educational services, very few data are available in Quebec regarding the nature and extent of behavioural difficulties presented by children who receive special educational services at school. This study provides a picture of the frequency of disruptive behaviour disorders (that is, attention-deficit hyperactivity disorder [ADHD], oppositional defiant disorder [ODD], and conduct disorder [CD]) and internalized disorders (including generalized anxiety disorder [GAD] and major depressive episode [MDE]) in a sample of elementary school students receiving special educational services for behavioural difficulties (n = 324). In this descriptive study, we established the presence of mental health disorders according to teacher-, parent-, and child-reported data that were obtained using structured diagnostic interviews based on DSM-IV criteria. We also examined prevalence rates by sex and age group. Three-quarters of the students me...