TY - JOUR
T1 - Impact of mental and developmental disorders on disability in Japanese university students
T2 - A cross-sectional study
AU - Omodaka, Yusaku
AU - Sato, Takeshi
AU - Maruyama, Toru
N1 - Publisher Copyright:
© 2022 The Author(s). Published with license by Taylor & Francis Group, LLC.
PY - 2022
Y1 - 2022
N2 - Objective: This study utilized the World Health Organization Disability Assessment Schedule version 2 (WHODAS 2.0) to identify vulnerable students and explore the impact of mental and developmental disorders on disability. Participants: A total of 156 undergraduates who visited support service offices at large-scale universities in Japan between April 2018 and March 2020 were included. Methods: The 36-item WHODAS 2.0 was administered, and data were gathered regarding mental and developmental disabilities. Mann–Whitney and Kruskal–Wallis tests were conducted. Results: Parents/guardians typically initiated consultation with student support services. Students whose parents had initiated consultation did not have higher scores in any WHODAS domain except “Life Activities.” In every WHODAS domain except “Cognition,” the “Mental Disorder” group scored significantly higher than the “No Disorder” group. The addition of “Developmental Disorders” significantly increased WHODAS scores, except in “Mobility.” Conclusions: The WHODAS is a useful tool for identifying vulnerable students.
AB - Objective: This study utilized the World Health Organization Disability Assessment Schedule version 2 (WHODAS 2.0) to identify vulnerable students and explore the impact of mental and developmental disorders on disability. Participants: A total of 156 undergraduates who visited support service offices at large-scale universities in Japan between April 2018 and March 2020 were included. Methods: The 36-item WHODAS 2.0 was administered, and data were gathered regarding mental and developmental disabilities. Mann–Whitney and Kruskal–Wallis tests were conducted. Results: Parents/guardians typically initiated consultation with student support services. Students whose parents had initiated consultation did not have higher scores in any WHODAS domain except “Life Activities.” In every WHODAS domain except “Cognition,” the “Mental Disorder” group scored significantly higher than the “No Disorder” group. The addition of “Developmental Disorders” significantly increased WHODAS scores, except in “Mobility.” Conclusions: The WHODAS is a useful tool for identifying vulnerable students.
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U2 - 10.1080/07448481.2022.2068961
DO - 10.1080/07448481.2022.2068961
M3 - Article
AN - SCOPUS:85132660862
SN - 0744-8481
JO - Journal of American College Health
JF - Journal of American College Health
ER -