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

doi:10.1093/jpepsy/jsm036

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

Psychiatry

Research output: Contribution to journal › Article › peer-review

66 Scopus citations

Abstract

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 language	English (US)
Pages (from-to)	1011-1017
Number of pages	7
Journal	Journal of pediatric psychology
Volume	32
Issue number	8
DOIs	https://doi.org/10.1093/jpepsy/jsm036
State	Published - Sep 2007

Keywords

Chronic renal insufficiency
Cognition
End-stage renal disease
Intelligence
Learning

ASJC Scopus subject areas

Pediatrics, Perinatology, and Child Health
Developmental and Educational Psychology

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10.1093/jpepsy/jsm036

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title = "Brief report: Intellectual and academic functioning in pediatric chronic kidney disease",

abstract = "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.",

keywords = "Chronic renal insufficiency, Cognition, End-stage renal disease, Intelligence, Learning",

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AU - Wetherington, Crista E.

AU - Icard, Phil F.

AU - Gipson, Debbie S.

PY - 2007/9

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N2 - 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.

AB - 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.

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KW - Cognition

KW - End-stage renal disease

KW - Intelligence

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

Abstract

Keywords

ASJC Scopus subject areas

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