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

被引：50
作者：
Duquette, Peter J.
Hooper, Stephen R.
Wetherington, Crista E.
Icard, Phil F.
Gipson, Debbie S.
机构：
[1] Univ N Carolina, Kidney Ctr, Sch Med, Chapel Hill, NC 27599 USA
[2] Univ N Carolina, Sch Educ, Chapel Hill, NC 27599 USA
[3] Univ N Carolina, Clin Ctr Dev & Learning, Chapel Hill, NC 27599 USA
[4] Univ N Carolina, Dept Psychiat, Chapel Hill, NC 27599 USA
[5] Childrens Med Ctr, Dallas, TX 75235 USA
来源：
JOURNAL OF PEDIATRIC PSYCHOLOGY | 2007年 / 32卷 / 08期
关键词：
chronic renal insufficiency; cognition; end-stage renal disease; intelligence; learning;
D O I：
10.1093/jpepsy/jsm036
中图分类号：
B844 [发展心理学（人类心理学）];
学科分类号：
040202 ;
摘要：
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 = 4 1) 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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收藏
页码：1011 / 1017
页数：7
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