Time filter

Source Type

Cubo E.,Complejo Asistencial Universitario Burgos | Trejo J.,Complejo Asistencial Universitario Burgos | Ausin V.,Complejo Asistencial Universitario Burgos | Saez S.,Complejo Asistencial Universitario Burgos | And 8 more authors.
Journal of Pediatrics | Year: 2013

Objective: To analyze the association between tic disorders and poor academic performance in school-aged children. Study design: This was a cross-sectional, observational study conducted in a randomly selected sample of mainstream school-aged children (aged 6-16 years). The sampling frame included different types of schools and educational levels. Children with poor academic performance (eg, repeating a grade, special needs), and tic disorders (defined based on Diagnostic and Statistical Manual of Mental Disorders, 4th Edition, Text Revision criteria) were identified. Children with and without tics and children with and without poor academic performance were compared in terms of clinical features (ie, medical history and neurologic and psychiatric comorbidities), school, and environmental characteristics. Logistic regression analyses were performed using school performance (dependent variable) and tic disorders (independent variable), after adjusting for confounding variables. Results: The study cohort comprised 1867 children (mean age, 10.9 + 2.9 years; 1007 males [53.9%]). Tics were present in 162 children (8.6%), and poor academic performance was noted in 223 (11.9%). Overall poor academic performance was associated with age (OR, 1.71; P <.0001), television viewing (OR, 5.33; P =.04), attention deficit hyperactivity disorder (OR, 1.38; P <.0001), and family history of school dysfunction (OR, 2.43; P =.02) and was negatively associated with higher IQ score (OR, 0.90; P <.0001) and tic disorders (OR, 0.29; P =.01). Conclusion: After adjusting for other covariates, the presence of tic disorders was not associated with poor academic performance in our cohort. Early academic support and modification of environmental characteristics are needed for children at higher risk for school dysfunction, to enhance academic performance. © 2013 Mosby Inc. All rights reserved.

Cubo E.,Complejo Asistencial Universitario Burgos | Trejo Gabriel-Galan J.M.,Complejo Asistencial Universitario Burgos | Seco Martinez J.,Centro Regional de Servicios Avanzados S.A. | Rioja Alcubilla C.,Centro Regional de Servicios Avanzados S.A. | And 3 more authors.
Movement Disorders | Year: 2012

Background: The feasibility and validity of Web-based assessments in Parkinson's disease is unknown. The objectives of this study were to develop and to compare home Web-based assessments with office-based assessments. Methods: We tested feasibility and validity using a longitudinal, randomized crossover design. Patients were assessed at baseline and after 6 and 12 weeks using both assessments including the Unified Parkinson's Disease Rating Scale, the Unified Dyskinesia Rating scale, timed tests, and quality-of life and Non-Motor Symptoms questionnaires. Results: Forty-two patients were included (22 men, 20 women; mean age, 64.7 ± 9.0 years). Only 2 patients (5%) dropped out. The mean intraclass correlation coefficient between Web- and office-based assessments ranged from 0.67 (first visit) to 0.75 (last visit) and 0.81 and 0.82 for doctor- and patient-administered scales, respectively. No differences in responsiveness (P = 0.63), and data precision (P = 0.11) were found, but Web-based assessments had fewer missing values (P = 0.01). Conclusions: Web-based assessments offer a feasible format for assessing PD-related impairment from home. © 2011 Movement Disorder Society.

Loading Complejo Asistencial Universitario Burgos collaborators
Loading Complejo Asistencial Universitario Burgos collaborators