Association of Tic Disorders with Poor Academic Performance in Central Spain: A Population-Based Study - 22/06/13
, José Trejo, MD, PhD 1, Vanesa Ausín, PhD 1, Sara Sáez, MSc 1, Vanesa Delgado, PhD 1, Jesus Macarrón, MD 1, José Cordero, MD, PhD 2, Elan D. Louis, MD 3, 4, 5, 6, Katie Kompoliti, MD 7, Julián Benito-León, MD, PhD 8, 9, 10Abstract |
Objective |
To analyze the association between tic disorders and poor academic performance in school-aged children.
Study design |
This was a cross-sectional, observational study conducted in a randomly selected sample of mainstream school-aged children (aged 6-16 years). The sampling frame included different types of schools and educational levels. Children with poor academic performance (eg, repeating a grade, special needs), and tic disorders (defined based on Diagnostic and Statistical Manual of Mental Disorders, 4th Edition, Text Revision criteria) were identified. Children with and without tics and children with and without poor academic performance were compared in terms of clinical features (ie, medical history and neurologic and psychiatric comorbidities), school, and environmental characteristics. Logistic regression analyses were performed using school performance (dependent variable) and tic disorders (independent variable), after adjusting for confounding variables.
Results |
The study cohort comprised 1867 children (mean age, 10.9 + 2.9 years; 1007 males [53.9%]). Tics were present in 162 children (8.6%), and poor academic performance was noted in 223 (11.9%). Overall poor academic performance was associated with age (OR, 1.71; P < .0001), television viewing (OR, 5.33; P = .04), attention deficit hyperactivity disorder (OR, 1.38; P < .0001), and family history of school dysfunction (OR, 2.43; P = .02) and was negatively associated with higher IQ score (OR, 0.90; P < .0001) and tic disorders (OR, 0.29; P = .01).
Conclusion |
After adjusting for other covariates, the presence of tic disorders was not associated with poor academic performance in our cohort. Early academic support and modification of environmental characteristics are needed for children at higher risk for school dysfunction, to enhance academic performance.
Le texte complet de cet article est disponible en PDF.Keyword : ADHD, ASD, DPS, LD, OCD, TV
Plan
| Supported by Sanidad Castilla y León (GRS 157-A and 070846) and the European General Development. E.C. receives honoraria from Boehringer Ingelheim, Glaxo Smith Kline, and Lundbeck, and grants from Michael J. Fox, FIS, and SACYL. J.T. receives honoraria from Pfizer, Servier, Sanofi, and Esteve, and grants from Michael J. Fox. J.M. receives honorarium from Servier. K.K. serves on the advisory boards of TEVA and Merz, and receives research grants from Allergan, TEVA, and Otsuka. E.L. receives research support from the National Institute of Neurological Disorders and Stroke (R01 NS42859, R01 NS39422, R56 NS042859, T32 NS07153-24, and R01 NS36630), National Institute on Aging (2P01 AG0027232-16), and the Parkinson's Disease Foundation. The other authors declare no conflicts of interest. |
Vol 163 - N° 1
P. 217 - juillet 2013 Retour au numéro
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