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首页> 外文期刊>The British journal of psychiatry : >Long-term affective disorder in people with mild learning disability.
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Long-term affective disorder in people with mild learning disability.

机译：轻度学习障碍者的长期情感障碍。

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摘要

BACKGROUND: Increased risk of affective disorder in learning disability has been reported, although the extent to which this is due to adverse social and material circumstances is uncertain and there have been potential limitations in the measurement of affective disorder. AIMS: To determine risk of affective disorder in those classified with mild learning disability in the British 1946 birth cohort and to investigate whether this risk was accounted for by disadvantage in childhood and adulthood. METHOD: Learning disability was defined as the equivalent of an IQ < or =69 at age 15 years. The Present State Examination at age 36 years and the Psychiatric Symptom Frequency Scale at age 43 years provided psychiatric outcome measures. RESULTS: Learning disability was associated with a fourfold increase in risk of affective disorder, not accounted for by social and material disadvantage or by medical disorder. CONCLUSIONS: Learning disability is strongly associated with risk of affective disorder, persisting well into midlife.
机译：背景：虽然有不良的社会和物质环境导致这种障碍在一定程度上尚不确定，并且在测量情感障碍方面存在潜在的局限性，但据报道，学习障碍中情感障碍的风险增加。目的：确定英国1946年出生队列中轻度学习障碍者的情感障碍风险，并调查这种风险是否由儿童和成年后的弱势引起。方法：学习障碍被定义为15岁时智商等于或小于69。 36岁时的当前状态检查和43岁时的精神病症状频率量表提供了精神病学指标。结果：学习障碍与情感障碍风险增加了四倍有关，但不能归因于社会和物质上的不利条件或医学障碍。结论：学习障碍与情感障碍的风险密切相关，并持续到中年。

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