Abstract
RESUMO Objetivo: comparar os sinais de depressão entre crianças com e sem transtornos de aprendizagem, e ainda, investigar se há diferenças nos sinais depressivos em relação ao gênero entre os grupos. Métodos: participaram do estudo 20 crianças com transtorno de aprendizagem e 20 crianças com desempenho escolar típico, entre 9 e 12 anos de idade. A investigação dos sinais de depressão foi realizada por meio da aplicação do Inventário de Depressão Infantil. Resultados: verificou-se que as crianças diagnosticadas com transtorno de aprendizagem apresentam maior frequência de sintomas depressivos em relação às crianças sem dificuldades escolares. Conclusão: os sinais de depressão variaram de acordo com a faixa etária. A comparação entre os gêneros revelou que as meninas apresentaram maior incidência dos sintomas depressivos, principalmente no grupo de crianças com o transtorno.
Highlights
IntroductionFor the Diagnostic and Statistical Manual of Mental Disorders - 5th Edition (DSM-5)[1], the term Specific Learning Disorder is defined as difficulties in learning and use of academic skills, characterized by reading words of inaccurate or slow manner and effort, difficulty understanding the meaning of what is read, difficulties in spelling, difficulties with written expression (e.g. commits multiple errors in grammar or punctuation in the sentence, inadequate organization of paragraphs and written expression of ideas without clarity), difficulties to master the number sense, numerical facts or calculation and difficulties in reasoning
For the Diagnostic and Statistical Manual of Mental Disorders - 5th Edition (DSM-5)[1], the term Specific Learning Disorder is defined as difficulties in learning and use of academic skills, characterized by reading words of inaccurate or slow manner and effort, difficulty understanding the meaning of what is read, difficulties in spelling, difficulties with written expression, difficulties to master the number sense, numerical facts or calculation and difficulties in reasoning
The term disorder learning will be adopted to refer to individuals with specific learning disorder according to DSM-51 criteria
Summary
For the Diagnostic and Statistical Manual of Mental Disorders - 5th Edition (DSM-5)[1], the term Specific Learning Disorder is defined as difficulties in learning and use of academic skills, characterized by reading words of inaccurate or slow manner and effort, difficulty understanding the meaning of what is read, difficulties in spelling, difficulties with written expression (e.g. commits multiple errors in grammar or punctuation in the sentence, inadequate organization of paragraphs and written expression of ideas without clarity), difficulties to master the number sense, numerical facts or calculation and difficulties in reasoning. The presence of at least one of the cited symptoms is indicated which had persisted for at least 6 months, despite interventions targeting these problems. These learning difficulties cannot be explained by intellectual disabilities, visual or hearing uncorrected acuity, other mental or neurological disorders, psychosocial adversity, lack of proficiency in academic language of instruction or inadequate educational instruction[1]. The term disorder learning will be adopted to refer to individuals with specific learning disorder according to DSM-51 criteria. The studies were initiated between the decades of 1970-1980, indicating that students with learning disabilities have higher rates of depression than other groups[4]
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