The spectrum of specific learning disability and associated co-morbidities in children at a tertiary care center: A retrospective study.

Objective: To study the diversity ofspecific learning disability (SLD)and associated co-morbidities inchildren. Method: This is a retrospective study of SLD children presenting to a tertiary care center in northern India between June 2016 and March 2022 were analyzed using Stata v.15 software, Spearman and Pearson correlation was used for nonparametric evaluation. DSM V criteria, Mallin’s Intelligence Scale for Indian Children (MISIC), Raven’s standard progressive matrix (RSPM), (Childhood Behavior Check List (CBCL) NIMHANS battery and Grade level assessment device (GLAD) were utilized for diagnosing and psychometric assessment. Results: The data was analyzed for 173 patients, Mean intelligence quotient (IQ) was 91.04 [(134 boys (77.46%), 39 girls (22.46%), mean age 13.02 years]. The most shared presentation was of the combined (Dysgraphia, dyslexia and dyscalculia) (120/173), followed by dysgraphia with dyslexia (38/173) and dyscalculia (8/173). Comorbidities were found in 42.1% patients; amongst all the co-morbidities most common was the combined presentation of Attention-deficit hyperactivity disorder (ADHD) (17/73) followed by emotional concerns (15/73). Anxiety, seizure and functional disorders were found in 10.96%, 8.22% and 5.48% respectively. Other co-morbidities recorded were Tourette syndrome, aggression, ADHD-inattentive, ADHD- hyperactive-impulsive and electrical status epilepticus. Three patients had multiple co-morbidities with SLD presentation. Conclusion- This study suggests that the most common type of SLD is the combined presentation. The most common co-morbidity observed was combined presentation of Attention-deficit hyperactivity disorder in 23.39% children. Three patients had multiple co-morbidities with SLD presentation.
Keywords: Specific Learning Disability, Comorbidity, Psychometric