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Supplementary Material for: The Association of Poor Academic Performance with Tic Disorders: A Longitudinal, Mainstream School-Based Population Study
<p><b><i>Background:</i></b> Little is known about the academic
performance of students with tic disorders (TD). Our aim was to
investigate the association of TD and poor academic performance over
time. <b><i>Methods:</i></b> Longitudinal, observational study of
mainstream schoolchildren comparing grade retention (GR) and learning
disorders (LD) in students with vs. without TD between 2010 and 2014.
Students with vs. without TD based on DSM-IV-TR criteria, or with vs.
without GR and LD were compared in terms of comorbidities, school, and
environmental characteristics. The association of TD with GR was
analyzed using hazard ratios (HRs) with 95% CIs, and with LD using
logistic regression analysis [Odds ratio (OR)]. <b><i>Results:</i></b>
Two hundred fifty-eight students were included (mean age 14.0 ± 1.71
years, 143 [55.4%] males). The incident rate for TD and GR was 2.6 and
3.3 per 100 persons-year, respectively. LD found in 21 (9.9%) students
was associated with TD (OR 11.62, 95% CI 2.21-60.90, <i>p</i> = 0.004), and attention deficit hyperactivity disorder (ADHD; OR 6.63, 95% CI 1.55-28.37, <i>p</i>
= 0.01). Low psychological support (HRs 12.79, 95% CI 3.39-48.17) and
low sport participation (HRs 6.41, 95% CI 1.54-26.78) were risk factors
for GR. <b><i>Conclusions:</i></b> TD was associated with academic
difficulties, namely, LD in conjunction with ADHD but not GR. The
diagnosis of TD and comorbidities, and the initiation of proper
treatment could have a favorable impact on school performance, and
consequently on social development.</p