Özgül Öğrenme Bozukluğu için Dikkat Eksikliği Hiperaktivite Bozukluğu Komorbiditesi Her Zaman Kötü Bir Durum Olmayabilir Mi?

Year 2022, , 115 - 126, 24.05.2022

Merve Yazıcı , Mert Besenek

https://doi.org/10.21673/anadoluklin.1018856

Abstract

Amaç: Özgül Öğrenme Bozukluğu (ÖÖB) yaş ve zeka seviyesi ile uyumsuz şekilde akademik becerilerde yetersizlikle seyreden bir bozukluktur. Bu çalışmada ÖÖB tanısı almış olguların klinik ve tedavi izlemlerine dair verilerin literatür eşliğinde tartışılması amaçlanmıştır.
Gereç ve Yöntemler: Çalışmamızda Ocak 2016-Mayıs 2021 tarihleri arasında kliniğimize başvuran, klinik görüşme ve uygulanan psikometrik testler ile birlikte DSM-5 tanı ölçütlerine göre ÖÖB tanısı konan ve takibe alınan 18 yaş ve altındaki 232 olgunun sosyodemografik verileri, takip süreleri, komorbiditeleri ve aldıkları tedaviler geriye dönük olarak incelenmiştir.
Bulgular: Olguların %68,1’ine en az bir psikiyatrik hastalık eşlik ettiği ve en sık birlikte bulunan tanının Dikkat Eksikliği Hiperaktivite Bozukluğu (DEHB) olduğu, %58,6’sının ilaç tedavisi kullandığı ve ilaç kullanan olguların en sık DEHB tanısına yönelik tedavi aldıkları saptanmıştır. Ayrıca olguların %71,6’sının 3 ay içinde tekrar polikliniğe başvurusunun olmadığı (drop-out) gözlenmiştir. DEHB komorbiditesi olan veya DEHB tedavisi alan olguların diğer gruplara göre poliklinik takip sürelerinin daha uzun olduğu ve tanı yaşlarının daha ileri olduğu bulunmuştur. Ayrıca DEHB komorbiditesi olan ve herhangi bir psikiyatrik ilaç tedavisi kullanan olguların drop-out oranlarının daha düşük olduğu saptanmıştır.
Sonuç: Bulgularımızda ÖÖB tanılı hastalarda komorbid durumların varlığında klinik ve tedavi izleminde elde edilen sonuçların ÖÖB tanısının tek bir bozukluk olarak düşünülmemesi gerektiği ve komorbid durumların tanı ve tedavi sürecindeki önemine vurgu yaptığı düşünülmüştür.

Keywords

spesifik öğrenme bozukluğu, dikkat eksikliği hiperaktivite bozukluğu, komorbidite

Supporting Institution

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Project Number

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Thanks

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Is attention deficiency hyperactivity disorder comorbidity not always a negative scenario for specific learning disorder?

Abstract

Aim: Specific Learning Disorder (SLD) is often seen together with other psychiatric disorders, especially Attention Deficit Hyperactivity Disorder (ADHD). This study aimed to discuss the evaluation of comorbid conditions, treatment, and clinical follow-up in cases diagnosed with SLD, in light of the literature findings.

Methods: Cases under the age of 18 who applied to our clinic between January 2016 and May 2021 and were diagnosed with SLD according to The Diagnostic and Statistical Manual of Mental Disorders - 5 (DSM-5) diagnostic criteria by clinical interview and applied psychometric tests were included in our study. Sociodemographic features, follow-up duration, comorbidities, and treatments of a total of 232 cases were retrospectively examined.

Results: We found that 68,1% of participants had at least one psychiatric comorbidity and the most frequent comorbidity was Attention Deficit Hyperactivity Disorder (ADHD); 58.6% were using some medical treatment and the majority of patients who used medication were under ADHD treatment. Furthermore, 71.6% did not continue follow-ups for more than 3 months (drop-out). Patients who had ADHD comorbidity or were under ADHD treatment had longer follow-up durations and older ages at diagnosis compared to other groups. In addition, drop-out rates were lower in patients who had ADHD comorbidity and were using any psychiatric medication.

Conclusion: The most common comorbid condition accompanying SLD is ADHD. It was determined that ADHD and psychiatric drug treatment affected the clinical follow-up of the cases. It was concluded that the results have emphasized that SLD should not be considered as a single disorder and the importance of comorbid conditions in the diagnosis and treatment process.

Keywords

attention deficit hyperactivity disorder, specific learning disorder

Project Number

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