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العنوان
Systematic Review to Determine the
Incidence of Psychiatric Co-morbidities in Learning Disabled Children \
المؤلف
Mohamed, Huda Abd El-Razek.
هيئة الاعداد
باحث / هدى عبدالرازق محمد حسن
مشرف / صفاء رفعت الصادي
مشرف / منى سميح خضير
مناقش / صفاء رفعت الصادي
تاريخ النشر
2019.
عدد الصفحات
144 p. :
اللغة
الإنجليزية
الدرجة
ماجستير
التخصص
الطب النفسي والصحة العقلية
تاريخ الإجازة
1/1/2019
مكان الإجازة
جامعة عين شمس - كلية الطب - أمراض التخاطب
الفهرس
Only 14 pages are availabe for public view

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Abstract

Learning disability is one of the most significant disorders facing school-age children. It refers to a heterogenous group of disorders manifested by significant difficulties in the acquisition and use of reading (dyslexia), writing (dysgraphia), or mathematical (dyscalculia) abilities despite intact senses, normal intelligence, proper motivation, and adequate sociocultural opportunity.
Co-morbidity could be defined as a common underlying etiology which leads to two or more different disorders, or that one disorder leads to another, or even that two unrelated disorders co-occur. The term co-morbid also implies that their entities are morbid conditions, i.e. diseases.
Understanding co-morbidity is important because the presence of anadditional disorder may affect the expression and severity of the clinical picture, requiring specific treatments and interventions.
Children diagnosed with learning disability (LD) have a high incidence of psychiatric comorbidities. These comorbidities are either a direct consequence of the same deficits in the central processing patterns that generate the learning problems, or they tend to stress the role of frustration and failure in academic achievement. These difficulties are claimed to move a vicious circle that leads the child towards ever-greater cognitive and social–emotional impoverishment.
The aim of this work was to conduct a systematic review of psychiatric comorbidities in learning disabled children to determine the prevalence of each of the psychiatric comorbidities in learning disabled children in order to estimate the size of the problem to be able to delineate an efficient program in therapeutic intervention later on.
Different databases were systematically searched and the relevant studies based on the eligibility criteria were included. It was found that psychiatric comorbidities are more prevalent in learning disabled children than in their normal peers. The most prevalent psychiatric co-morbid disorders were ADHD, followed by anxiety disorders and depression. The prevalence of CD and ODD as co-morbid disorders to LD children necessitate the comorbidity of ADHD as well, and this aggravate the LD problem and worsen the prognosis.
These results were consistent with the world wide results about psychiatric comorbidities in learning disabled children. Rates of these comorbidities vary depending on the method of the conducted studies and the size and diversity of the sample addressed. However, there is no doubt that psychiatric comorbidity in learning disabled children is quite frequently reported.
All the reviewed studies demonstrated the importance of recognizing and providing appropriate therapy for such disorders.Concurrent treatment of ADHD, anxiety disorders and depression in children with LD,will optimize the benefits of the LD rehabilitation programs for them.