Specific learning disorders and psychiatric comorbidities in school children in Sfax, Tunisia
Trends in Medicine
Objectives: The problem of specific learning disorders is more complex in the presence of comorbid psychiatric disorders. This study was conducted to determine the comorbidity of psychiatric disorders and specific learning disorders and the factors associated with this comorbidity. Materials and methods: The present study was cross-sectional, descriptive, comparative and analytical, involving 49 students with specific learning disorders. These students benefited from a semi-structured child
... tructured child psychiatric interview based on the criteria of the DSM-VI-TR. Similarly, individual, family and perinatal data were collected. Two groups of children were identified so: a first group of 24 children with specific learning disorders without psychiatric comorbidity and a second group of 25 students with specific learning disorders with psychiatric comorbidity. The analytical study was to compare the two groups, with a univariate analysis, search for possible correlations between the variable group and different variables. Results: Psychiatric comorbidity was found in 51.02% of cases. These were anxiety disorders in 38.85% of cases, elimination disorders in 30.61% of cases, language disorders in 28.57% of cases, attention deficit hyperactivity disorder in 18.36% of cases, major depressive episode in 8.1% of cases, oppositional defiant disorder in 6.1% of cases, and tic disorder in 4.08% of cases. The psychiatric comorbidity was not correlated with any of the factors studied. Conclusions: The results of this study involve systematic search for psychiatric disorders in children with specific learning disorders. Likewise, child psychiatrist should consider exploring the trail of specific learning disorders in any child with psychopathology. These children should receive global care considering this comorbidity.