Association between family factors of school-aged children with specific learning disabilities and academic performance in Northeast Thailand: A matched case-control study.

BACKGROUND: Family plays a crucial role in the development of children with specific learning disabilities. This study aimed to examine the association between family factors in children with specific learning disabilities and their academic performance. MATERIAL AND METHOD: The research was a matched case-control study with 138 individuals in each group: primary caregivers of children with specific learning disabilities who had good academic performance and primary caregivers of children with specific learning disabilities who had low to fair academic performance. Data were collected through a questionnaire that was sent by post. Data were analyzed using descriptive statistics and inferential statistics, specifically through conditional logistic regression analysis. A multivariable analysis method was employed to account for confounding variables and presented as an adjusted odd ratio (ORadj). RESULTS: The study found statistically significant factors that influence the good academic performance of school-age children with specific learning disabilities (P value < 0.05), which include extended family (ORadj = 5.52, 95% CI 2.58-11.78), good family relationships (ORadj = 2.92, 95% CI 1.26-6.75), and the primary caregiver who does not feel burdened by responsibility for the child (ORadj = 13.45, 95% CI 4.78-37.86). CONCLUSION: The academic performance of school-age children with specific learning disabilities can be influenced by various factors related to their families and caregivers. Individuals involved in the care of children with specific learning disabilities should be attentive and knowledgeable about these factors to encourage the learning potential of these children.