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Reading Problems, Psychiatric Disorders, and Functional Impairment from Mid- To Late Adolescence.

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Title: Reading Problems, Psychiatric Disorders, and Functional Impairment from Mid- To Late Adolescence.
Language: English
Authors: Goldston, David B., Walsh, Adam, Mayfield Arnold, Elizabeth
Source: Journal of the American Academy of Child and Adolescent Psychiatry. Jan 2007 46(1):25-32.
Availability: Lippincott Williams & Wilkins. P.O. Box 1600, Hagerstown, MD 21741. Tel: 800-638-3030; Tel: 301-223-2300; Fax: 301-223-2400; Web site: http://www.lww.com/product/?0890-8567
Peer Reviewed: Y
Page Count: 8
Publication Date: 2007
Document Type: Journal Articles
Reports - Research
Descriptors: Late Adolescents, Economically Disadvantaged, Adolescents, Schizophrenia, Reading Skills, Hyperactivity, Functional Behavioral Assessment, Anxiety, Reading Difficulties, Attention Deficit Disorders, Measures (Individuals), Intervention
ISSN: 0890-8567
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.
Abstractor: Author
Entry Date: 2007
Access URL: https://www.jaacap.com/pt/re/jaacap/abstract.00004583-200701000-00006.htm;jsessionid=Fx9p7b10hpvhXJ1ghBLCb11NhtshpTNZn1RFq1n12VTv2pt2v23P!315358234!-949856145!8091!-1
Accession Number: EJ754698
Database: ERIC
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  Data: Reading Problems, Psychiatric Disorders, and Functional Impairment from Mid- To Late Adolescence.
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  Data: Lippincott Williams & Wilkins. P.O. Box 1600, Hagerstown, MD 21741. Tel: 800-638-3030; Tel: 301-223-2300; Fax: 301-223-2400; Web site: http://www.lww.com/product/?0890-8567
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  Data: 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.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
        StartPage: 25
    Subjects:
      – SubjectFull: Late Adolescents
        Type: general
      – SubjectFull: Economically Disadvantaged
        Type: general
      – SubjectFull: Adolescents
        Type: general
      – SubjectFull: Schizophrenia
        Type: general
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Hyperactivity
        Type: general
      – SubjectFull: Functional Behavioral Assessment
        Type: general
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Reading Difficulties
        Type: general
      – SubjectFull: Attention Deficit Disorders
        Type: general
      – SubjectFull: Measures (Individuals)
        Type: general
      – SubjectFull: Intervention
        Type: general
    Titles:
      – TitleFull: Reading Problems, Psychiatric Disorders, and Functional Impairment from Mid- To Late Adolescence.
        Type: main
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      – PersonEntity:
          Name:
            NameFull: Goldston, David B.
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          Name:
            NameFull: Walsh, Adam
      – PersonEntity:
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            NameFull: Mayfield Arnold, Elizabeth
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            – D: 01
              M: 01
              Type: published
              Y: 2007
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              Value: 0890-8567
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              Value: 46
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            – TitleFull: Journal of the American Academy of Child and Adolescent Psychiatry
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