ADHD Comorbidity Structure and Impairment: Results of the WHO World Mental Health Surveys International College Student Project (WMH-ICS).
ADHD Comorbidity Structure and Impairment: Results of the WHO World Mental Health Surveys International College Student Project (WMH-ICS).
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DOI：
10.1177/10870547211057275
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发表时间：
2022-06
影响因子：
3
通讯作者：
Kessler, Ronald C.
中科院分区：
文献类型：
--
作者：
Mak, Arthur D. P.;Lee, Sue;Sampson, Nancy A.;Albor, Yesica;Alonso, Jordi;Auerbach, Randy P.;Baumeister, Harald;Benjet, Corina;Bruffaerts, Ronny;Cuijpers, Pim;Ebert, David D.;Gutierrez-Garcia, Raul A.;Hasking, Penelope;Lapsley, Coral;Lochner, Christine;Kessler, Ronald C.
探讨大学生注意缺陷多动障碍（ADHD）的患病率、共病障碍和多变量障碍类型与角色障碍的关系。15，991名新生（24所大学，9个国家，WMH-ICS）（应答率= 45.6%）完成了6个月ADHD和6个12个月DSM-IV疾病的在线WMH-CIDI-SC调查。我们使用潜在类别分析（LCA）和ADHD相关损害的模拟人群归因风险比例（PARP）检查了多变量障碍类别。15.9%患有ADHD，其中58.4%患有合并症。LCA将ADHD受访者分为单纯型（42.9%）、内化型（36.0%）、双相共病型（11.3%）和外化型（9.8%）。ADHD、合并症和多变量障碍分类独立预测严重损害。PARP：假设消除ADHD可使重度障碍降低19.2%，校正合并症后降低10.1%，校正多变量障碍类别后降低9.5%。注意力缺陷多动障碍和共病障碍在大学生中是常见的和有害的。应探索以多元障碍类别为指导的个性化跨诊断干预。
To examine the prevalence of attention-deficit/hyperactivity disorder (ADHD) and the association of comorbid disorders, and multivariate disorder classes with role impairment in college students. 15,991 freshmen (24 colleges, 9 countries, WMH-ICS) (response rate = 45.6%) completed online WMH-CIDI-SC surveys for 6-month ADHD and six 12-month DSM-IV disorders. We examined multivariate disorder classes using latent class analysis (LCA) and simulated population attributable risk proportions (PARPs) of ADHD-related impairment. 15.9% had ADHD, of which 58.4% had comorbidities. LCA classified ADHD respondents to pure (42.9%), internalizing (36.0%), bipolar comorbidities (11.3%) and externalizing disorder classes (9.8%). ADHD, comorbidities and multivariate disorder classes independently predicted severe impairment. PARPs: eliminating ADHD hypothetically reduced severe impairment by 19.2%, 10.1% adjusted for comorbidities, 9.5% for multivariate disorder classes. ADHD and comorbid disorders are common and impairing in college students. Personalized transdiagnostic interventions guided by multivariate disorder classes should be explored.
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注意力缺陷多动障碍的遗传学。
影响因子：
11
作者：
Faraone SV;Larsson H
通讯作者：
Larsson H
影响因子：
3.1
作者：
Cuijpers, Pim;Auerbach, Randy P.;Kessler, Ronald C.
通讯作者：
Kessler, Ronald C.
影响因子：
3
作者：
DuPaul, George J.;Weyandt, Lisa L.;Varejao, Michael
通讯作者：
Varejao, Michael
影响因子：
64.3
作者：
Asherson, Philip;Buitelaar, Jan;Rohde, Luis A.
通讯作者：
Rohde, Luis A.
DOI：
10.1007/s12402-016-0208-3
发表时间：
2017-03
期刊：
Attention deficit and hyperactivity disorders
影响因子：
--
作者：
Fayyad J;Sampson NA;Hwang I;Adamowski T;Aguilar-Gaxiola S;Al-Hamzawi A;Andrade LH;Borges G;de Girolamo G;Florescu S;Gureje O;Haro JM;Hu C;Karam EG;Lee S;Navarro-Mateu F;O'Neill S;Pennell BE;Piazza M;Posada-Villa J;Ten Have M;Torres Y;Xavier M;Zaslavsky AM;Kessler RC;WHO World Mental Health Survey Collaborators
通讯作者：
WHO World Mental Health Survey Collaborators