Factitious Disorder Presented by Haematemesis / Factitious Disorder Imposed on Another (FDIA): A Case Report. / Kanli Kusma ile Ortaya Çikan Yapay Bozukluk/Bakim Verenin Yapay Bozuklugu: Olgu Sunumu.

Factitious disorder imposed on another (FDIA-DSM-5), formerly known as Munchausen Syndrome by Proxy (MSP) is a form of child abuse. A case can be recognised by only keeping the relevant diagnoses in mind. There are many cases of FDIA diversified by the contributions of both the caregiver and the child. Most of these cases are complicated by the difficulty of accurately determining the relative roles of the parent and the child and their levels of awareness and motivation. Here, we present the case of an 11-year old girl admitted to our hospital with the complaint of haematemesis 6-8 times a day. A case of factitious disorder was considered following the physical and psychological examinations on the patient. Evaluating the case within this context suggested a case of FDIA by drawing attention to the continuity of the symptoms described in the patient with the those of the caregiver. In approaching cases of FDIA, unravelling the interdependence of the dynamics of different awareness levels of feigning and motivation by the caregiver and the child is very crucial. Considering the variations in the process of FDIA development through interweaving of the motivations of the mother and child, the case presented here is believed to bring a different point of view that will contribute to the understanding of the nature of this disorder.

[Reliability and Validity of the Schedule for Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime Version, DSM-5 November 2016-Turkish Adaptation (K-SADS-PL-DSM-5-T)]. / Okul Çagi Çocuklari için Duygulanim Bozukluklari ve Sizofreni Görüsme Çizelgesi–Simdi ve Yasam Boyu Sekli–DSM–5 Kasim 2016 –Türkçe Uyarlamasinin (ÇDSG–SY–DSM–5–T) Geçerlik ve Güvenirligi.

OBJECTIVE: The aim of this study was to evaluate the reliability and validity of the Schedule for Affective Disorders and Schizophrenia for School-Age ChildrenPresent and Lifetime Version, DSM-5 November 2016 -Turkish Adaptation (K-SADS-PL-DSM-5-T).  METHOD: A total of 150 children and adolescents between 6 and 17 years of age were assessed with K-SADS-PL-DSM-5-T. The degree of agreement between the DSM-5 criteria diagnoses and the K-SADS-PL-DSM-5-T diagnoses were considered as the measure of consensus validity. In addition, concurrent validity was examined by analyzing the correlation between the diagnoses on K-SADS-PL-DSM-5-T and relevant scales. Interrater reliabilities were assessed on randomly selected 20 participants. Likewise, randomly selected 20 other participants were interviewed with K-SADS-PL-DSM-5-T three weeks after the first interview to evaluate test-retest reliability.  RESULTS: The consistency of diagnoses was almost perfect for eating disorders, selective mutism and autism spectrum disorder (κ=0.92-1.0), substantial for elimination disorders, obsessive-compulsive disorder, oppositional defiant disorder, generalized anxiety disorder, social anxiety disorder, depressive disorders, disruptive mood dysregulation disorder and attention deficit hyperactivity disorder (κ=0.67-0.80). Interrater reliability was perfect for selective mutism (κ=1.0), substantial for oppositional defiant disorder, disruptive mood dysregulation disorder, attention deficit hyperactivity disorder, depressive disorders and social anxiety disorder (κ=0.63-0.73). Test-retest reliability was almost perfect for autism spectrum disorder (κ=0.82), substantial for attention deficit hyperactivity disorder, oppositional defiant disorder, disruptive mood dysregulation disorder, depressive disorders and generalized anxiety disorder (κ=0.62-0.78).  CONCLUSION: The results of this study show that the K-SADS-PL-DSM-5-T is an effective instrument for diagnosing major childhood psychiatric disorders including selective mutism, disruptive mood dysregulation disorder and autism spectrum disorder which have recently been added to the schedule.

[Motor Proficiency in Children with Attention Deficit Hyperactivity Disorder: Associations with Cognitive Skills and Symptom Severity]. / Dikkat Eksikligi Hiperaktivite Bozuklugu Olan Çocuklarda Motor Yeterlilik: Bilissel Beceriler ve Belirti Siddeti ile Iliskisi.

OBJECTIVES: Of children with Attention Deficit Hyperactivity Disorder (ADHD), 45-70% have motor skill problems, which can adversely affect social competence, peer relations, and academic skills. The aim of this study is to assess motor skills in school-aged children with ADHD, and to elucidate if there are any relationships between ADHD symptoms and cognitive function. METHOD: Included in this study were 58 children (38 ADHD, 20 controls) between 8-11 years of age. Children were diagnosed with ADHD via the Schedule for Affective Disorders and Schizophrenia for School-Aged Children Present and Lifetime Version. The parents were asked to fill out the Conner's' Parent Rating Scale - Revised Short Turkish Form to determine the symptom domains and the symptom severity. The Wechsler Children's Intelligence Scale-IV was used to assess cognitive skills, and the Bruininks -Oseretsky Motor Proficiency Test was used to assess motor skills. RESULTS: Children with ADHD had impaired performance in many motor skill areas compared to the controls. Impairments in fine motor skills were correlated with problems in attention, working memory, and processing speed. In the ADHD group, age was not correlated with motor skills enhancement. CONCLUSION: The multistage clinical evaluation of ADHD should include screening for problems in motor skills. If deficiencies are found, the child should be clinically evaluated for motor proficiency and, if necessary, should be referred for appropriate objective assessment and intervention programs.