European Psychiatry - Volume 41 - April 2017

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S730 25th European Congress of Psychiatry / European Psychiatry 41S (2017) S710–S771
Table 1
City
n = 78 (%)
Countryside
n = 168 (%)
Chi2 P Total
n = 246
Complaint in each
group of
symptoms
16 (20.5) 30 (17.9) 0.01 0.963 36 (18.7)
Two complaints in
each group of
symptoms
32 (41.0) 64 (38.1) 0.01 0.982 96 (39.0)
Three complaints
in each group of
symptoms
18 (23.1) 26 (15.5) 0.4 0.549 44 (17.9)
Table 2
City
n = 70 (%)
Countryside
n = 150 (%)
Chi2 P Total
n = 220
Two and more of
psychophysio-
logical
spts
26 (37.1) 12 (8) 7.8 0.005 38 (17.3)
Two and more of
sociological and
psychological
spts
8 (11.4) 24 (16) 0.1 0.793 32 (14.5)
Two and more of
behavioral spts
10 (14.3) 10 (6.7) 0.7 0.414 20 (9.1)
Disclosure of interest The authors have not supplied their decla-
ration of competing interest.
EV1003
Prevention of specific learning
disorders in early stages
I.R. Lupu ∗, V. Lupu
1 Emergency Clinical Hospital for Children, Center of Mental Health,
Cluj Napoca, Romania
2 “Iuliu Hatieganu” University of Medicine and Pharmacy,
Department of Psychiatry and Pedopsychiatry, Cluj Napoca, Romania
∗ Corresponding author.
Introduction Specific learning disorders as defined in the DSM-5
are frequently diagnosed among children– 4–9% for reading deficits
– (DSM-5, 2013). As any deficit can contribute not only to a child’s
emotional distress, it can also result in academic failure or school
abandonment. Therefore, prevention measures should be consid-
ered.
Objectives The present study’s objective was to compare the
influence of a set of primary prevention measures on children’s
performance in reading and writing and improve their reading and
writing.
Aims We aimed to prevent specific learning disorders–dyslexia
and dysgraphia in children from the second to their third year in
the educational system.
Methods Only children from the second year of school were
considered (grade I). Children with clear potential for develop-
ing specific learning disorders were included in the present study.
Children with any other comorbidity were excluded from the data
analysis. Four experimental groups were considered – one control
and three interventional – 1. Control, 2. COPS method, 3. Meixner
principles, and 4. COPS method combined with Meixner princi-
ples and considering improvement of reading images, image filling,
graphical schema orientation and discrimination, spatial and tem-
poral orientation, orientation of objects, fine motor skills, temporal
sequences, attention for details, perception of differences.
Results Findings indicated that the use of the combined meth-
ods significantly improved children’s performance in reading and
writing. Though all interventional methods improved children’s
performance. Results comparison was computed.
Conclusions Early prevention programs which that target both
reading and writing can improve children’s performance in reading
and writing.
Disclosure of interest The authors have not supplied their decla-
ration of competing interest.
EV1004
The use of vitamin D3 sublingual
tablets versus oral drops in the
treatment of patients with COMT
Val/Val genotype and major
depressive disorder
A.W. Mech
Mech Healthcare Associates, MechMatrix, University of Texas at
Arlington, USA
Introduction Vitamin D has been shown to be crucial in the
regulation of dopamine and its relationship to major depressive
disorder.
A five-year pre-interventional study of 25 hydroxy vitamin D levels
in patients with major depressive disorder found values ranging
from 17 to 32 ng/mL.
COMT Val/Val genotype has been associated with a 20–40% more
rapid breakdown of dopamine in the prefrontal cortex as compared
to individuals with a Val/Met genotype.
Methods This retrospective study gathered data concerning out-
come measurements in patients who displayed a baseline 25-OH
level < 30mg/mL and initially treated with sublingual tablet form
of 10,000 IU vitamin D3. These data were compared to post inter-
ventional depression outcome scores for patients switched to oral
vitamin D3 drops at a dose of 10,000 IUs.
Results Scores on the MADRS 1–3 weeks following the vitamin
D3 switch showed an improvement in mood with the lowering of
scores on the MADRS.
Conclusions Patients with a COMT genotype of Val/Val showed
clinical improvement with a switch from oral D3 sublingual tablets
to oral D3 drops. Further studies are needed to draw from conclu-
sions. Pre- and post-25-OH vitamin D levels and other dopamine
synthesis variables including serum ferritinwould be useful as well
as prospective double-blind placebo controlled trials. The future
use of genotype-specific and supportive approaches deserves seri-
ous investigation.
Disclosure of interest The author has not supplied his/her decla-
ration of competing interest.
EV1005
Ultra-high risk psychosis. A case
report
G. Pardo de Santayana ∗, R. Landera , M. Juncal , O. Porta ,
M. Gómez , N. Nú˜nez , L. Sánchez
1 Hospital Universitario Marques De Valdecilla, Psychiatry,
Santander, Spain
2 Hospital Universitario Alava-sede Santiago, Psychiatry,
Vitoria-gasteiz, Spain
∗ Corresponding author.
Introduction There is much debate on whether patients who are
at high risk of developing a psychotic disorder in the near future
(such as patients suffering of attenuated psychotic symptoms, brief
limited intermittent psychotic symptoms or personality trait vul-
nerability) should be treated with antipsychotic drugs to prevent
possible psychotic breaks from happening.
Aim To review articles from the existing medical literature about
treatment of patients in ultra-high risk of developing psychosis.