[Prevalence of attention deficit hyperactivity disorder in Colombian children and teenagers]. / Prevalencia del trastorno por déficit de atención-hiperactividad en niños y adolescentes colombianos.

INTRODUCTION: Attention deficit hyperactivity disorder (ADHD) is the most common neurobehavioural disorder among schoolchildren. It may persist into adulthood and affect performance in the academic, social, occupational and familial spheres, and increase the use and abuse of alcohol and psychoactive substances and the risk of having an accident. Its prevalence throughout the world varies widely and further knowledge about this situation would be valuable for the development of policies in the sector of education. AIMS: The aim of this research was to determine the prevalence of ADHD and its distribution according to subtypes in schoolchildren from Sabaneta, Antioquia, Colombia, in 2001. SUBJECTS AND METHODS: The analysis involved a cross-sectional descriptive study using a representative randomised multistage sample (which was proportional to the size of the groups) of schoolchildren between 4 and 17 years old. Measurement was performed in two stages, first by application of a screening form according to DSM IV criteria, and later a structured interview, Conners' and Intelligence tests. RESULTS: Prevalence was found to be 20.4% and 15.8% if only children with an intelligence quotient of 80 or above were considered. The combined subtype was the most frequent, with 9.6%. In public schools it was 16.2%, private 15.3%, age group from 7-11 years 16.9%, 12-17 years old 14.2%, males 20.9%, females 10.1%, low 14.7%, medium 17.4% and high socioeconomic level 10.7%, with a male to female prevalence ratio of 3.88 to 1. CONCLUSIONS: Prevalence of ADHD in the school population in a municipality in the Metropolitan Area of Medellin, Colombia, is high. The most frequent subtype was the combined type, which was predominant in males, had repercussions on academic performance and low proportions of pharmacological interventions for the disorder (15%). Programmes must be developed for the detection of this problem and subsequent intervention in the school population.

Prevalencia del trastorno por déficit de atención-hiperactividad en niños y adolescentes colombianos / Prevalence of attention deficit hyperactivity disorder in colombian children and teenagers

Introduction. Attention deficit hyperactivity disorder (ADHD) is the most common neurobehavioural disorder among schoolchildren. It may persist into adulthood and affect performance in the academic, social, occupational and familial spheres, and increase the use and abuse of alcohol and psychoactive substances and the risk of having an accident. Its prevalence throughout the world varies widely and further knowledge about this situation would be valuable for the development of policies in the sector of education. Aims. The aim of this research was to determine the prevalence of ADHD and its distribution according to subtypes in schoolchildren from Sabaneta, Antioquia, Colombia, in 2001. Subjects and methods. The analysis involved a cross-sectional descriptive study using a representative randomised multistage sample (which was proportional to the size of the groups) of schoolchildren between 4 and 17 years old. Measurement was performed in two stages, first by application of a screening form according to DSM IV criteria, and later a structured interview, Conners’ and Intelligence tests. Results. Prevalence was found to be 20.4% and 15.8% if only children with an intelligence quotient of 80 or above were considered. The combined subtype was the most frequent, with 9.6%. In public schools it was 16.2%, private 15.3%, age group from 7-11 years 16.9%, 12-17 years old 14.2%, males 20.9%, females 10.1%, low 14.7%, medium 17.4% and high socioeconomic level 10.7%, with a male to female prevalence ratio of 3.88 to 1. Conclusions. Prevalence of ADHD in the school population in a municipality in the Metropolitan Area of Medellin, Colombia, is high. The most frequent subtype was the combined type, which was predominant in males, had repercussions on academic performance and low proportions of pharmacological interventions for the disorder (15%). Programmes must be developed for the detection of this problem and subsequent intervention in the school population (AU)

Introducción. El trastorno por déficit de atención-hiperactividad (TDAH) es el trastorno neurocomportamental más común en escolares. Puede persistir hasta edad adulta y afectar al desempeño académico, social, laboral y familiar, e incrementar el uso y abuso de alcohol y sustancias psicoactivas, así como el riesgo de accidentalidad. Su prevalencia mundial varía ampliamente, y conocer esta situación ayudaría a desarrollar políticas del sector educativo. Objetivo. Determinar la prevalencia del TDAH y su distribución por subtipos en escolares del Municipio de Sabaneta, Antioquia, Colombia, en el 2001. Sujetos y métodos. Se trata de un estudio descriptivo de corte transversal, a partir de una muestra representativa, al azar, polietápica,proporcional al tamaño de los grupos, de escolares entre 4 y 17 años. La medición se realizó en dos etapas; inicialmente, mediante la aplicación de un formulario de cribado según los criterios del DSM IV; luego, mediante una entrevista estructurada, prueba de Conners y de inteligencia. Resultados. La prevalencia fue del 20,4, y del 15,8% si se consideran únicamente los niños con un coeficiente intelectual de 80 y más. El subtipo más frecuente fue el combinado, con un 9,6%. En los colegios públicos fue del 16,2%, y en los privados, del 15,3%; en el grupo de edad de 7-11 años, fue del 16,9%, y en el de 12-17 años, del 14,2%; en los hombres fue del 20,9%, y en la mujeres, del 10,1%; en el estrato socioeconómico bajo fue del 14,7%, en el medio, del 17,4%, y en el y alto, del 10,7%. La razón de las prevalencias de hombres a mujeres de 3,88 a 1. Conclusiones. La prevalencia del TDAH en la población escolar de un municipio del Área Metropolitana de Medellín, Colombia, es alta. El subtipo más frecuente fue el combinado, y predominó en el sexo masculino, con repercusiones en el desempeño académico y bajas proporciones de intervención farmacológica para el trastorno (15%). Se requiere el desarrollo de programas para la detección e intervención de esta problemática en la población escolar (AU)