Psychiatric Comorbidities among Children with Attention Deficit Hyperactivity Disorders I Journal..

Background and Objectives: The most common neurodevelopmental disorder in children is Attention Deficit Hyperactivity Disorder (ADHD). The goal of this study is to determine the prevalence of psychiatric comorbidities in children with ADHD, as well as the influence of comorbidities on children's function.

Subjects and Methods: The study included 64 youngsters of both genders who met the DSM-5 criteria for ADHD. IQ tests, the Kiddie Schedule for Affective Disorders and Schizophrenia (K-SADS), the Conners Rating Scale, and the Child Behavior Check List were administered to all participants (CBCL).

The combined subtype was the most common (50%) followed by hyperactive-impulsive (31.25%) and finally inattentive (18.75 percent ). ODD was the most common psychiatric comorbid disorder among children with ADHD (31.25%), followed by nocturnal enuresis (23.44%), conduct disorders (18.75%), motor tic disorders (15.63%), anxiety disorders (12.50%), depressive disorders (10.94%), substance abuse disorders (9.38%), autism spectrum disorders (7.81%), and vocal tic disorders (7.81%). (1.56 percent ). The relationship between gender and conduct disorder and SUDs was statistically significant (P0.05). Except for conduct disorder (P0.05), there was no significant variation in the distribution of comorbidities among subtypes. According to the Conners scale, there was a significant difference between comorbidities and ADHD severity (P0.05). There was a significant difference (P0.05) between the number of comorbidities and the various CBCL values. The number of comorbidities had a significant negative link with total competence and a positive correlation with total problem (P0.05).

Conclusions: In children with ADHD, the prevalence of comorbid conditions is the rule rather than the exception. The most prevalent comorbid diseases are oppositional defiant disorder and nocturnal enuresis. The number of comorbidities is inversely proportional to total competence and proportional to the whole problem.

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