Brief report: Intellectual and academic functioning in pediatric chronic kidney disease

Peter J. Duquette, Stephen R. Hooper, Crista E. Wetherington, Phil F. Icard, Debbie S. Gipson

Research output: Contribution to journalArticle

38 Scopus citations


Objective: Examine the intellectual and academic functioning in children with chronic kidney disease (CKD). Methods: Using a cross-sectional design, children with CKD (n = 30) were compared to matched controls (n = 41) on measures of intelligence, achievement, and rates of learning disabilities (LD) variously defined. Results: Children with CKD were at higher risk for grade retention (p <. 001) and absenteeism (p <. 01), and evidenced mild impairments on measures of intelligence (p <. 001), math (p <. 01), reading (p <. 05), and satisfied criteria for a low achievement definition of LD (p <. 01) more frequently than control group participants. Renal function was a significant predictor (p <. 02) of intellectual and academic scores in the CKD group. Conclusions: Educational and psychosocial supports are critical for children with CKD, and it may be important to monitor their cognitive functioning and academic progress over time.

Original languageEnglish (US)
Pages (from-to)1011-1017
Number of pages7
JournalJournal of Pediatric Psychology
Issue number8
Publication statusPublished - Sep 2007



  • Chronic renal insufficiency
  • Cognition
  • End-stage renal disease
  • Intelligence
  • Learning

ASJC Scopus subject areas

  • Psychology(all)
  • Developmental and Educational Psychology

Cite this

Duquette, P. J., Hooper, S. R., Wetherington, C. E., Icard, P. F., & Gipson, D. S. (2007). Brief report: Intellectual and academic functioning in pediatric chronic kidney disease. Journal of Pediatric Psychology, 32(8), 1011-1017.