title: Gender differences in the learning status of diabetic children.
abstract: The learning status of 95 diabetic boys and girls and 97 matched controls was evaluated using the Wechsler Intelligence Scale for Children--Revised IQ factors and school histories. Of interest was whether diabetic boys would evidence more learning difficulties. Results indicated that diabetic boys had significantly lower Freedom From Distractibility scores compared with scores of diabetic girls and control Ss and lower Perceptual Organization scores compared with scores of control boys. Although group scores were still within the average range of functioning, a significantly high percentage of diabetic boys (40%) compared with diabetic girls (16%) had learning problems that warranted either special instructional services or grade retention. Diabetic children experienced more learning difficulties (24%) than controls (13%), supporting research findings that diabetes is associated with increased risk of learning problems.
authors.affiliation: Department of Psychology, Tulane University, New Orleans, Louisiana 70118.
authors.forename: C S
authors.initials: CS
authors.lastname: Holmes
authors.forename: W P
authors.initials: WP
authors.lastname: Dunlap
authors.forename: R S
authors.initials: RS
authors.lastname: Chen
authors.forename: J M
authors.initials: JM
authors.lastname: Cornwell
mesh_terms: D000293:Adolescent; D001288:Attention; D002648:Child; D003922:Diabetes Mellitus, Type 1 / Q000523:psychology*; D005260:Female; D005783:Gender Identity; D006801:Humans; D007360:Intelligence; D007859:Learning Disabilities / Q000523:psychology*; D008297:Male; D011594:Psychometrics; D012803:Sick Role; D014888:Wechsler Scales / Q000706:statistics & numerical data*