Actas espanolas de psiquiatria · 2015
Prevalence of Oppositional Defiant Disorder in a sample of Spanish children between six and sixteen years: teacher’s report.
СтатьяПоддержка исследования: вне правительства СШАНазвание и аннотация: Перевод пока не подготовлен
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
López-Villalobos José A, Andrés-De Llano Jesús M, López-Sánchez Victoria, Rodríguez-Molinero Luis, Garrido-Redondo Mercedes, Martínez-Rivera María T, Sacristán-Martín Ana M
Аннотация
INTRODUCTION: Our main objective is to study the prevalence of Oppositional Defiant Disorder (ODD) in school children aged 6-16 years of an autonomous region of Spain (Castile and Leon), according to reports from the teachers and to analyze the impact of the disorder on academic performance and school behavior.
METHODS: Population study with stratified multistage, proportional and cluster design sample. Sample analyzed: 1,049. Cases were defined according to DSM-IV-TR criteria.
RESULTS: An overall prevalence rate of 4.2% was found, this being significantly higher in males (5.7%) compared to females (2.6%) and in rural (6.8%) than in urban areas (3%). No significant differences by grade or type of school were found. ODD prevalence without considering functional impairment would increase to 5.1%. ODD cases have significantly worse academic outcomes (overall academic performance, reading, math and writing) and entail worse classroom behavior (relationship with peers, respect for rules, organizational skills, academic tasks and disruption of the class).
CONCLUSIONS: Based on the prevalence, early onset, persistence of symptoms and social and academic dysfunction of ODD, early diagnosis and preventive intervention are necessary.
METHODS: Population study with stratified multistage, proportional and cluster design sample. Sample analyzed: 1,049. Cases were defined according to DSM-IV-TR criteria.
RESULTS: An overall prevalence rate of 4.2% was found, this being significantly higher in males (5.7%) compared to females (2.6%) and in rural (6.8%) than in urban areas (3%). No significant differences by grade or type of school were found. ODD prevalence without considering functional impairment would increase to 5.1%. ODD cases have significantly worse academic outcomes (overall academic performance, reading, math and writing) and entail worse classroom behavior (relationship with peers, respect for rules, organizational skills, academic tasks and disruption of the class).
CONCLUSIONS: Based on the prevalence, early onset, persistence of symptoms and social and academic dysfunction of ODD, early diagnosis and preventive intervention are necessary.