[Contribution of psychosocial risk factors for attention deficit/hyperactivity disorder]. / Contribuição dos fatores de risco psicossociais para o transtorno de déficit de atenção/hiperatividade.

OBJECTIVE: To analyze the contribution of psychosocial risk factors for the diagnosis of attention deficit/hyperactivity disorder (ADHD). METHOD: This is a retrospective, case-control study that analyzed 403 pupils from a public elementary school. DSM-IV symptom questionnaire and a specific psychosocial questionnaire were filled out, and a history and complete physical and neurological examinations were performed. RESULTS: The most statistically significant psychosocial risk factor was "marital discord in the past" (odds ratio = 11.66, p = 0.044). A total of 29 murders of subjects' close relatives were observed, and this variable was statistically relevant. CONCLUSION: Children that were exposed to marital discord in the past between parents underwent a 11.66-fold increase in the risk of ADHD diagnosis. Authors suggest that exposure to community violence be included among Rutters's indicators of adversity, which predispose infants and children to the future occurrence of ADHD and other neuropsychiatric disorders.

[Attention deficit/hyperactivity disorder prevalence in an inner city elementary school]. / Prevalência do transtorno de déficit de atenção/hiperatividade numa escola pública primária.

OBJECTIVE: To define the prevalence of attention deficit/hyperactivity disorder (ADHD) in a sample school-aged children from a public elementary school. METHOD: The study population was composed of all pupils who attended the first five grades at a public state school. During the first stage, school teachers and parents filled a standardized questionnaire of 18 ADHD symptoms defined at DSM-IV. In the second stage, children who screened positive and their parents were invited for a medical visit at school. After signature of an informed consent, the following procedures were done: DSM-IV symptoms questionnaire, oriented history, physical exam and neurologic exam. ADHD diagnosis was subdivided into three types: predominantly hyperactive (H), predominantly inattentive (ADD), and mixed type ADD + H. RESULTS: Among 403 pupils recruited in the first stage, 108 screened positive. Of these, 101 were assessed. There were 68 boys and 33 girls. Median age was 9 years (Range, 6-15 years; standard deviation, 1.99). ADHD diagnosis was defined for 69 pupils (17.1%), including 27 children (39.1%) with ADD, 26 children (37.7%) with ADD + H, and 16 children (23.2%) with H without ADD. Among children who received a diagnosis of ADHD, 45 (65.2%) were boys and 24 (34.8%) were girls (ratio 1.9:1). CONCLUSION: ADHD prevalence in a sample of 403 school-aged children from a public elementary school was 17.1%.

Prevalência do transtorno de déficit de atençäo/hiperatividade numa escola pública primária / Attention deficit/hyperactivity disorder prevalence in an inner city elementary school

OBJETIVO: Definir a prevalência do transtorno de déficit de atençäo/hiperatividade (TDAH) numa amostra de crianças escolares de uma única escola primária pública. MÉTODO: A populaçäo do estudo foi composta por todos os alunos das classes de alfabetizaçäo à quarta série de uma escola. No primeiro estágio da pesquisa, as professoras e os pais preencheram um questionário padronizado de 18 sintomas definidos no DSM-IV. No segundo estágio, os alunos com triagem positiva foram convidados para um atendimento na escola. Após assinatura de consentimento esclarecido, preencheram-se o questionário de sintomas do DSM-IV, uma anamnese dirigida e um questionário psicossocial concebido para a pesquisa e realizaram-se exames físico e neurológico completos. O diagnóstico de TDAH admitia três subtipos: hiperativo predominante (H), desatento predominante (TDA), ou misto (TDA+ H). RESULTADOS: De 403 alunos avaliados no início, 108 tiveram triagem positiva. Destes, avaliaram-se 101 alunos. Havia 68 meninos e 33 meninas. A idade mediana foi 9 anos (faixa, 6-15 anos; desvio padräo, 1,99). O diagnóstico de TDAH foi definido em 69 alunos (17,1 por cento), incluindo 27 crianças (39,1 por cento) com TDA sem H, 26 crianças (37,7 por cento) com TDA + H e 16 (23,2 por cento) com H sem TDA. Dentre as crianças diagnosticadas, 45 (65,2 por cento) eram meninos e 24 (34,8 por cento) meninas (razäo 1,9:1). CONCLUSÄO: A prevalência de TDAH em 403 crianças escolares de uma escola primária pública foi 17,1 por cento