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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
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© 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


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P. J. Duquette, S. R. Hooper, P. F. Icard, S. J. Hower, E. G. Mamak, C. E. Wetherington, and D. S. Gipson
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[Abstract] [PDF]


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