Skip Navigation


Journal of Pediatric Psychology Advance Access originally published online on June 7, 2007
Journal of Pediatric Psychology 2007 32(8):1011-1017; doi:10.1093/jpepsy/jsm036
This Article
Right arrow Full Text Freely available
Right arrow FREE Full Text (PDF) Freely available
Right arrow All Versions of this Article:
32/8/1011    most recent
jsm036v1
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in ISI Web of Science
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to My Personal Archive
Right arrow Download to citation manager
Right arrow Search for citing articles in:
ISI Web of Science (2)
Right arrowRequest Permissions
Right arrow Disclaimer
Google Scholar
Right arrow Articles by Duquette, P. J.
Right arrow Articles by Gipson, D. S.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Duquette, P. J.
Right arrow Articles by Gipson, D. S.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us  
What's this?

© The Author 2007. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oxfordjournals.org

Brief Report: Intellectual and Academic Functioning in Pediatric Chronic Kidney Disease

Peter J. Duquette, BA1, Stephen R. Hooper, PhD2, Crista E. Wetherington, PhD1,3, Phil F. Icard, MS1 and Debbie S. Gipson, MD4

1School of Education, University of North Carolina, 2Department of Psychiatry and the Clinical Center for Development and Learning, University of North Carolina School of Medicine, 3Children's Medical Center Dallas, and 4UNC Kidney Center, University of North Carolina School of Medicine

All correspondence concerning this article should be addressed to Debbie Gipson, MD, University of North Carolina Kidney Center, 7012 Burnett-Womack, Campus Box 7155, Chapel Hill, NC 27599-7155. E-mail: debbie_gipson{at}med.unc.edu.


  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.

Key words: chronic renal insufficiency; cognition; end-stage renal disease; intelligence; learning.

Received March 7, 2006; revision received April 8, 2007; accepted April 19, 2007


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us    What's this?


This article has been cited by other articles:


Home page
 Journal of Special EducationHome page
P. J. Duquette, S. R. Hooper, P. F. Icard, S. J. Hower, E. G. Mamak, C. E. Wetherington, and D. S. Gipson
Neurodevelopmental Status and Adaptive Behaviors in Preschool Children with Chronic Kidney Disease
Journal of Special Education, May 1, 2009; 43(1): 45 - 51.
[Abstract] [PDF]


Disclaimer: Please note that abstracts for content published before 1996 were created through digital scanning and may therefore not exactly replicate the text of the original print issues. All efforts have been made to ensure accuracy, but the Publisher will not be held responsible for any remaining inaccuracies. If you require any further clarification, please contact our Customer Services Department.