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Journal of Pediatric Psychology 2004 29(8):627-633; doi:10.1093/jpepsy/jsh065
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Journal of Pediatric Psychology vol. 29 no. 8 © Society of Pediatric Psychology 2004; all rights reserved.

Brief Report: Academic Attainment in Children With Sickle Cell Disease

Jeffrey Schatz, PhD

Department of Psychology, University of South Carolina

All correspondence concerning this article should be addressed to Jeffrey Schatz, Department of Psychology, University of South Carolina, Columbia, SC 29208. E-mail: schatz{at}sc.edu.

Objective To examine the impact of sickle cell disease (SCD) on academic attainment; the relation between academic attainment and achievement in SCD; and determinants of attainment in SCD. Methods Children with SCD and demographically matched peers were compared on academic attainment. Hematocrit, illness frequency, cognitive ability, and socioeconomic status were used to model the predictors of attainment problems. Results Attainment problems were more frequent in children with SCD (≥31% vs. 14%). A significant number of children showed difficulties with only attainment or academic achievement. Cognitive ability was a strong predictor of both academic outcome measures. Illness-related school absences predicted academic attainment but not achievement. Conclusions Academic attainment is affected by SCD. Tests of academic achievement are meaningful predictors of functional impairments for children with SCD; however, school outcomes are best evaluated with both achievement and attainment measures.

Key words: academic attainment; sickle cell disease.


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