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Journal of Pediatric Psychology Advance Access originally published online on July 24, 2008
Journal of Pediatric Psychology 2009 34(3):311-316; doi:10.1093/jpepsy/jsn077
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© The Author 2008. 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: Cognitive Functioning and Academic Achievement in Children and Adolescents with Chronic Pain

Greenly H. Y. Ho, MA1, Susan M. Bennett, PhD, RPsych2,3, David Cox, PhD, RPsych1 and Gary Poole, PhD3

1Simon Fraser University, 2BC Children's Hospital, and 3University of British Columbia

All correspondence concerning this article should be addressed to Greenly H. Y. Ho, Department of Psychology, Simon Fraser University, 8888 University Drive, Burnaby, BC, Canada V5A 1S6. E-mail: hyh{at}sfu.ca


  Abstract

Objective To examine the patterns of cognitive functioning and academic achievement in children and adolescents with chronic pain attending a tertiary-care interdisciplinary pain service. Methods The standardized psychoeducational testing results of 57 children and adolescents with chronic pain aged 8–18 were retrospectively reviewed. Results On average, participants scored higher in general intelligence, verbal ability, nonverbal reasoning, word reading, and math reasoning than the general population. The level of academic achievement for most participants was consistent with their intellectual ability. Conclusions In this clinical sample with complex, disabling pain, the group mean data do not indicate overall cognitive impairment, or a single atypical achievement pattern. Future research will need to look beyond cognitive and achievement scores to explore the links between school functioning and chronic pain in children.

Key words: academic achievement; chronic pain; cognitive ability; intelligence; learning; school.

Received December 4, 2007; revision received June 28, 2008; accepted July 1, 2008


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