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| ORIGINAL ARTICLE |
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| Year : 2023 | Volume
: 69
| Issue : 2 | Page : 89-96 |
Self-perceived anxiety symptoms in school students with borderline intellectual functioning: A cross-sectional questionnaire-based study in Mumbai, Maharashtra, India
S Karande1, NJ Gogtay2, N Shaikh1, R Sholapurwala1, T More1, P Meshram1
1 Learning Disability Clinic, Department of Pediatrics, Seth G.S. Medical College and K.E.M. Hospital, Mumbai, Maharashtra, India
2 Department of Clinical Pharmacology, Seth G.S. Medical College and K.E.M. Hospital, Mumbai, Maharashtra, India
Correspondence Address:
Dr. S Karande
Learning Disability Clinic, Department of Pediatrics, Seth G.S. Medical College and K.E.M. Hospital, Mumbai, Maharashtra
India
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/jpgm.jpgm_956_22
Background and Objectives: Students with borderline intellectual functioning (“slow learners”) underperform in all school subjects. The primary objective of this study was to evaluate the self-perceived anxiety symptoms of slow learners. Its secondary objective was to analyze impact of sociodemographic variables on their symptoms.
Settings and Design: Cross-sectional single-arm questionnaire-based study was conducted in the learning disability clinic of a public medical college in Mumbai.
Subjects and Methods: One hundred slow learners aged ≥8 to <18 years were recruited by non-probability sampling. Their anxiety symptoms scores were measured using the Screen for Child Anxiety Related Disorders-Child version (SCARED-C) instrument.
Statistical Analysis: Multivariate regression analysis was performed for determining the “independent” impact that variables had on the SCARED-C (“individual subscales” and “overall”) scores.
Results: Symptoms of “separation anxiety” were present in 40%, followed by “social anxiety” in 32%, “generalized anxiety” in 31%, “panic” in 26%, “significant school avoidance” in 24%; and “overall anxiety” in 38% of slow learners. Multivariate analysis revealed that: (i) co-occurring attention-deficit/hyperactivity disorder was significantly associated with having panic symptoms (P = 0.040), and, (ii) studying in a Secondary School Certificate or Higher Secondary Certificate educational board-affiliated school was significantly associated with having symptoms of “generalized anxiety,” “social anxiety,” and “overall anxiety” (P = 0.009, P = 0.026, and P = 0.046, respectively).
Conclusions: Many slow learners in our city have symptoms of anxiety disorders and overall anxiety. There is an urgent need to screen them for anxiety disorders to facilitate their optimum rehabilitation.
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