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dc.contributor.authorSbicigo, Juliana Burgespt_BR
dc.contributor.authorToazza, Rudineiapt_BR
dc.contributor.authorBecker, Natáliapt_BR
dc.contributor.authorEcker, Kimberly Kauanapt_BR
dc.contributor.authorManfro, Gisele Guspt_BR
dc.contributor.authorSalles, Jerusa Fumagalli dept_BR
dc.date.accessioned2020-11-19T04:16:03Zpt_BR
dc.date.issued2020pt_BR
dc.identifier.issn2238-0019pt_BR
dc.identifier.urihttp://hdl.handle.net/10183/215212pt_BR
dc.description.abstractIntroduction Children with anxiety disorders have been suggested to possess deficits in verbal fluency, shifting and attention, with inconsistent results regarding working memory and its subcomponents. This study extends previous findings by analyzing the performance of children with anxiety disorders in a wide range of neuropsychological functions. Methods We evaluated 54 children with a primary diagnosis of an anxiety disorder according to diagnostic criteria from the Diagnostic and Statistical Manual of Mental Disorders, 5th edition (DSM-5) using subtests of a neuropsychological battery. The severity of anxiety disorders was assessed using the Pediatric Anxiety Rating Scale (PARS). We calculated the frequency of neuropsychological impairments (-1.5 standard deviation of the normative sample). Comparisons between groups were performed based on the severity of anxiety symptoms, as well as in the presence of one vs. more diagnoses of anxiety disorder. Results We found higher impairment in visuospatial working memory (23.1%), semantic memory (27.8%), oral language (35.4%) and word writing (44.4%) in anxious children. Moreover, children with higher anxiety severity presented lower performance in visuospatial working memory, inferential processing, word reading, writing comprehension, copied writing, and semantic verbal fluency (d = 0.49 to 0.96 [Cohen’s d]). The higher the number of anxiety diagnoses, the lower the performance in episodic memory and oral and written language (d = 0.56 to 0.77). Conclusion Our data suggested the presence of memory (visuospatial working memory and semantic memory) and language deficits (oral and writing) in some children with an anxiety disorder. Severity and number of anxiety diagnoses were associated with lower performance in memory and language domains in childhood.en
dc.format.mimetypeapplication/pdfpt_BR
dc.language.isoengpt_BR
dc.relation.ispartofTrends in psychiatry and psychotherapy. Porto Alegre. Vol. 42, no. 2 (abr./jun. 2020), p. 161-170.pt_BR
dc.rightsOpen Accessen
dc.subjectTranstornos de ansiedadept_BR
dc.subjectAnxiety disordersen
dc.subjectNeuropsychologen
dc.subjectAvaliacao neuropsicologicapt_BR
dc.subjectMemoryen
dc.subjectMemóriapt_BR
dc.subjectLinguagempt_BR
dc.subjectLanguageen
dc.subjectCriançapt_BR
dc.subjectChilden
dc.titleMemory and language impairments are associated with anxiety disorder severity in childhoodpt_BR
dc.typeArtigo de periódicopt_BR
dc.identifier.nrb001118332pt_BR
dc.type.originNacionalpt_BR


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