Academic performance and attention deficit hyperactivity disorder in schools, of Progreso, Yoro, 2018

Abstract

Attention deficit hyperactivity disorder (ADHD) defines a persistent pattern of inattention and/or hyperactivity/impulsivity, incoherent with the individual's level of development. It begins in infancy and interferes with adaptation, social functioning and academic performance. Objective. To determine academic performance in schoolchildren associated with attention deficit hyperactivity disorder in public schools in El Progreso, Yoro during the period from January to June 2018. Patients and methods. Analytical cross-sectional descriptive study. Universe of 12,440 public school students. A sample size of 300 was estimated (10.8%, IC95%). Schoolchildren aged 6-12 years were included. Congenital or acquired pathologies with direct affect on personality/ behavior, school failure secondary to environmental stressors were excluded. The variables included data on schoolchildren/parents/guardians, academic performance, family history/ personal pathology. The Conners test for parents/teachers was used, as well as the DSM-V questionnaire for ADHD diagnosis. The information collected was entered into Epiinfo version 7.2.2.6 (CDC, Atlanta). The results are presented as frequencies, percentages, value of P, OR and chi2. Personal case information was handled confidentially. Results The prevalence of ADHD was 36% (108/300). A statistically significant association (P<0.05) was found in the age of the schoolchild, marital status of the parent/guardian, family history, person living with the schoolchild. School performance was satisfactory ≤70-80% (53%). There was no diagnosis of ADHD in 64%. Conclusion. It is important to perform a timely and comprehensive intervention to prevent the complications of ADHD and the direct impact on the academic performance of schoolchildren