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.
- Chronic renal insufficiency
- End-stage renal disease
ASJC Scopus subject areas
- Developmental and Educational Psychology