Reading Problems, Psychiatric Disorders, and Functional Impairment from Mid- to Late Adolescence - 12/08/11
, ADAM WALSH, M.S.W., ELIZABETH MAYFIELD ARNOLD, PH.D., BETH REBOUSSIN, PH.D., STEPHANIE SERGENT DANIEL, PH.D., ALAATTIN ERKANLI, PH.D., DENNIS NUTTER, PH.D., ENITH HICKMAN, M.A., GUY PALMES, M.D., ERICA SNIDER, M.A., FRANK B. WOOD, PH.D.ABSTRACT |
Objective |
To examine psychiatric morbidity and functional impairment of adolescents with and without poor reading skills during mid- to late adolescence.
Method |
The sample consisted of 188 adolescents, 94 with poor reading skills and 94 with typical reading skills, screened from a larger sample in the public schools at age 15. To assess psychiatric disorders, participants were assessed annually with the Schedule for Affective Disorders and Schizophrenia for School-Age Children-Epidemiologic Version (up to 4.5 years; maximum age, 20 years). Functional impairment was assessed with the Child and Adolescent Functional Assessment Scale.
Results |
Adolescents with poor reading skills evidenced higher rates of current attention-deficit/hyperactivity, affective, and anxiety disorders, particularly social phobia and generalized anxiety disorder. Anxiety disorders but not affective disorders were related to reading status after controlling for attention-deficit/hyperactivity disorder. Adolescents with poor reading evidenced more functional impairment across multiple areas than youths with typical reading skills, even after considering the presence of comorbid attention-deficit/hyperactivity disorder.
Conclusions |
The increased psychiatric morbidity and functional impairment of adolescents with reading problems highlight the importance of developing interventions that help these youths address reading deficits and associated vulnerabilities during the last years of secondary school.
Le texte complet de cet article est disponible en PDF.Key Words : longitudinal, reading, psychiatric morbidity, functional impairment
Plan
| Preparation of this article was supported by NICHD grant P01-HD21887 to Dr. Wood (Dr. Goldston, principal investigator of Project III), NIMH grant K24-MH66252 to Dr. Goldston, NIDA grant K01-DA16742 to Dr. Arnold, NIMH grant K23-MH63433 to Dr. Daniel, and NIDA grant K01-DA016279 to Dr. Reboussin. Disclosure: Dr. Wood receives royalties from the Predictive Assessment of Reading (PAR) test marketed by Child’s Mind Publishing and serves as a paid consultant to attorneys in civil and criminal cases involving biological and behavioral impact of brain injury. The other authors have no financial relationships to disclose. |
Vol 46 - N° 1
P. 25-32 - janvier 2007 Retour au numéro
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