Browsing by Author "Macera Tenecela, Carolina Elizabeth"

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    Perfil clínico del trastorno de déficit de atención e hiperactividad (TDAH) en escolares del nivel de educación general básica de un centro de neurodesarrollo privado. Cuenca, 2018-2019
    (Universidad de Cuenca, 2022-04-04) Macera Tenecela, Carolina Elizabeth; Toledo Regalado, Karen Fernanda; Huiracocha Tutivén, María de Lourdes
    Backgrounds: ADHD, a common neurodevelopmental entity in infants and adolescents, affects daily activities and social relationships. The clinical profile depends on the time of detection, severity of the condition, comorbidities and interventions carried out, representing expenses for the family, the patient, the health and education systems. General Objective: To establish the clinical profile of Attention Deficit Hyperactivity Disorder (ADHD) in students at the Basic General Education level of a private Neurodevelopment Center in Cuenca during the 2018-2019 period. Methodology: Cross-sectional descriptive study. It included 88 E.G.B schoolchildren (5-14 years old) diagnosed with ADHD according to DSM-5, from the Neurodevelopment Center during 2018 and 2019. They were classified according to sex, age, school level, comorbidity, subtype, severity, IQ, school performance, curricular competition and school delay. The data was collected in a form, processed in Microsoft Excel 2016 and SPSS V25, analyzed using frequency tables and percentages. Results: 63.6% belong to the male sex, 67.0% were diagnosed in childhood (5-9 years), 40.9% attend Elementary School, 63.64% have inattentive subtype and 77.27% have moderate severity, 76.14% have specific learning disorder, 53.41% have a normal IQ, of these, 51.14% have poor school performance and 31.82% without school delay. Conclusion: The clinical profile of ADHD is characterized by presenting mostly in men, diagnosed in childhood and elementary school, of moderate severity and inattentive subtype, with normal IQ, low school performance, without school delay, accompanied by specific learning disorder.