Bozatlı Leyla, Aykutlu Hasan Cem, Sivrikaya Giray Açelya, Ataş Tuğçe, Özkan Çisem, Güneydaş Yıldırım Burcu, Görker Işık
Department of Child and Adolescent Psychiatry, Trakya University, Edirne 22000, Turkey.
Department of Disability Studies, Faculty of Education, Trakya University, Edirne 22000, Turkey.
Children (Basel). 2024 Jun 22;11(7):759. doi: 10.3390/children11070759.
Specific learning disorder (SLD) is a neurodevelopmental condition characterised by significant academic difficulties despite normal intelligence and adequate education. The difficulties with reading, writing, and arithmetic may manifest independently or concurrently at different ages. Early symptoms may appear in preschool, including delays in social skills, motor skills, and language development. This study aimed to assess the prevalence of preschool children at risk for SLD and related psychiatric disorders.
Data were collected from 515 preschool children in Edirne City, Turkey, using a screening scale for early symptoms of SLD. Socio-demographic information was obtained, and children at risk were invited for a psychiatric evaluation.
The mean age of the participants was 72.5 ± 5.6 months. It was determined that 5.7% of the preschool children who participated in the questionnaire were at risk of SLD according to the screening scale scores. Factors such as a father's low education, the mother smoking during pregnancy, a longer stay in the neonatal intensive care unit, longer screen time, and consanguinity between parents were associated with an increased risk of SLD.
This study emphasises the importance of early identification and intervention for SLD and the need to consider associated psychiatric comorbidities. Identifying the risk factors in preschool children may facilitate timely intervention and prevent academic and social difficulties in later years.
特定学习障碍（SLD）是一种神经发育状况，其特征是尽管智力正常且接受了足够的教育，但仍存在显著的学业困难。阅读、写作和算术方面的困难可能在不同年龄段独立或同时出现。早期症状可能出现在学龄前，包括社交技能、运动技能和语言发育迟缓。本研究旨在评估有特定学习障碍及相关精神障碍风险的学龄前儿童的患病率。
使用特定学习障碍早期症状筛查量表，从土耳其埃迪尔内市的515名学龄前儿童中收集数据。获取了社会人口学信息，并邀请有风险的儿童进行精神评估。
参与者的平均年龄为72.5±5.6个月。根据筛查量表得分，确定参与问卷调查的学龄前儿童中有5.7%有特定学习障碍风险。父亲受教育程度低、母亲孕期吸烟、在新生儿重症监护病房停留时间较长、屏幕使用时间较长以及父母近亲结婚等因素与特定学习障碍风险增加有关。
本研究强调了对特定学习障碍进行早期识别和干预的重要性，以及考虑相关精神共病的必要性。识别学龄前儿童的风险因素可能有助于及时干预，并预防日后的学业和社交困难。
