Prevalence and correlates of common mental disorders among children and adolescents in Blantyre-Urban, Malawi.

Background: The high global prevalence of mental disorders justifies the need to quantify their burden in the sub-Saharan Africa where there is a dearth of information. These mental disorders are linked to different socio-demographic factors. Objective: To determine the prevalence of, and factors associated with mental disorders among children and adolescents in Blantyre City, Malawi. Methods: Children and adolescents aged 6 to 17 years were interviewed to determine their socio-demographic characteristics and assess their mental health status using the Strengths and Difficulties Questionnaire (SDQ) and Kiddie Schedule for Affective Disorders and Schizophrenia (K-SADS). Associations between mental disorders and socio-demographic characteristics were tested using Chi-square and logistic regression analysis. Results: The prevalence of symptoms of psychopathology on the SDQ was 7.3% (95%CI 4.8-10.5%) while for the K-SADS was 5.9% (95% CI 3.7%-8.9%). The prevalence of mental disorders across the age ranges of 6 to 12 years and 13 to 17 years was 5.4% and 7.9 % respectively. Males had a higher prevalence (7.1%) compared to females (4.7%). Conduct disorder was most prevalent (3.4%), followed by either type of ADHD-Attention Deficit Hyperactive Disorders (2.0%). Having a single parent (p<0.001), staying with a non-biological guardian (p<0.030), engaging in paid work (p<0.039), not attending school (p<0.019) and having teacher difficulties(p<0.028) were positively associated with a mental disorder. Conclusion: The socio-demographic factors associated with the risk of developing mental disorders may be important targets for mental health intervention programs.

Effect of a Fortified Dairy-Based Drink on Micronutrient Status, Growth, and Cognitive Development of Nigerian Toddlers- A Dose-Response Study.

Malnutrition results in a high prevalence of stunting, underweight, and micronutrient deficiencies. This study investigated the effect of a multi-nutrient fortified dairy-based drink on micronutrient status, growth, and cognitive development in malnourished [height-for-age z-score (HAZ) and/or weight-for-age z-score (WAZ) < -1 SD and >-3 SD] Nigerian toddlers (n = 184, 1-3 years). The product was provided in different daily amounts (200, 400, or 600 ml) for 6 months. At baseline and endline, venous blood and urine samples were collected to determine micronutrient status. Bodyweight, height, waist, and head circumference were measured, and corresponding Z-scores were calculated. The Bayley-III Screening Test was used to classify the cognitive development of the children. In a modified per-protocol (PP) population, the highest prevalence's of micronutrient deficiencies were found for vitamin A (35.5%) and selenium (17.9%). At endline, there were no significant improvements in iodine, zinc, vitamin B12, and folate status in any of the three groups. Regarding vitamin D status (25OHD), consumption of 600 and 400 ml resulted in an improved status as compared to baseline, and in a difference between the 600- and 200-ml groups. Consumption of 600 ml also increased vitamin A and selenium status as compared to baseline, but no differences were found between groups. Within the groups, WAZ, weight-for-height z-score (WHZ), and BMI-for-age z-score (BAZ) improved, but without differences between the groups. For HAZ, only the 600 ml group showed improvement within the group, but it was not different between groups. For the absolute weight, height, and head circumference only trends for differences between groups were indicated. Cognition results did not differ between the groups. Within groups, all showed a decline in the per cent of competent children for receptive language. To study the effects of a nutritional intervention on linear growth and cognition, a longer study duration might be necessary. Regarding the improvement of micronutrient status, 600 ml of fortified dairy-based drink seems most effective. Clinical Trial Registration: https://clinicaltrials.gov/ct2/show/NCT03411590?term=NCT03411590.&draw=2&rank=1, identifier: NCT03411590.

Development of a community-based, one-stop service centre for children with developmental disorders: changing the narrative of developmental disorders in sub-Saharan Africa.

Sub-Saharan Africa is home to about 15 million children with varying developmental disorders. Services for children with developmental disorders are scarce in Africa. The few available services are limited to the capital cities and are in the private sector, with the cost beyond the reach of most families. In 2016, the Centre for Early Development, Learning and Care was established in Ibadan, South-west, Nigeria. The centre provide services for children with developmental disorders is a one-stop, multidisciplinary team approach. Children are assessed on both structured and unstructured interviews. A total of 584 children were assessed between December 2016 and December 2019. One third (32.4%) of the children assessed within this period met diagnostic criteria for ASD, 29.1% had intellectual disability and 27.6% had cerebral palsy. The remaining clients (10.9%) had other disorders including ADHD, Down's syndrome, hearing impairment and visual impairment. Parents tend to downplay the severity of their children's disability. There are many challenges that are associated with the establishment of a service centre in a low resource setting. These and other experiences are discussed.

Cognitive function in Nigerian children with newly diagnosed epilepsy: a preliminary report.

INTRODUCTION: Epilepsy has long been associated with cognitive dysfunction and educational underachievement. The purpose of the study was to describe the baseline findings from a larger prospective study. METHODS: New cases of epilepsy aged 6-16 years seen at a paediatric neurology clinic in Ibadan, Nigeria were evaluated for any evidence of cognitive impairment. Intelligence quotient (IQ) of the participants was measured using the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV). Scores on cognitive subtests and Full Scale IQ (FSIQ) were computed and association between the subsets scores and seizure variables were calculated. RESULTS: 40 children, 24 males and 16 females were studied and their ages ranged from 6 to 16 years with a mean of 10.8 (SD=3.0) years. Global intellectual functioning as measured by the WISC-IV was in the normal range (FSIQ scores <85) for 52.5% (n = 21) of the participants and the remaining participants (47.5%) scored between the borderline and severe category for intellectual disability. The strongest correlation was between 'caregiver's assessment of school performance' and FSIQ, (r = 0.70; p< 0.001). Age at onset of epilepsy and seizure type had no significant association with scores on the WISC-IV composite scores. CONCLUSION: There is a high prevalence of significant cognitive dysfunction in Nigerian children with epilepsy, even in the absence of any known brain insult. All children with epilepsy should have routine IQ assessment following diagnosis, in order to allow for early intervention when indicated, and thus, improved outcomes.

Effect of a classroom-based intervention on the social skills of pupils with intellectual disability in Southwest Nigeria.

BACKGROUND: Studies have demonstrated that social skill interventions and classroom supports are effective for pupils with intellectual disability. Such interventions have been demonstrated to reduce the risk of developing mental disorders, majority of which have their onset during the period of youth. Most young people with intellectual disability in low-resource settings do not have access to interventions that would enable or enhance their participation in society. The aim of this study was to investigate the effect of a social skills training for pupils with intellectual disability attending a special school in Southwest Nigeria. METHODS: Thirty pupils with mild to moderate intellectual disability participated in the study. Utilising the Explore social skills curriculum, teachers were trained to give lessons to the participants 3-4 times a week for 8 weeks in their classrooms. Social skills level of participants was assessed with the Matson evaluation of social skills for individuals with severe retardation (MESSIER) at baseline and immediately after the intervention. Paired t tests, Wilcoxon signed-rank test, Mann-Whitney U test and the Kruskal-Wallis Test were used to assess for pre and post intervention changes in social skills scores and analysis of changes in social skills across socio-demographic variables at p < 0.05. RESULTS: The mean age of the participants was 15.70 ± 1.89 years. At baseline, 18 of the participants (63.3 %) had moderate social skills impairment, 2 (6.7 %) had none or minimal impairments and 10 (30 %) had severe impairments. At the end of the intervention, there was a 20 % reduction in the number of participants in the severe social skills impairment category and 13.3 % increase in the number of participants in the 'none or minimal' social skills category. The mean pre and post- intervention total social skills scores were 126.63 ± 17.91 and 135.97 ± 20.81 respectively with a mean difference of 9.34 (t = 3.71; p = 0.001). CONCLUSION: The social skills of pupils with intellectual disability who participated in this study improved significantly during the 8 weeks the Explore social skills curriculum was administered. Advocacy should be made for the development and incorporation of social skills curricula into routine teaching of pupils with developmental disabilities.