Brief report: intellectual and academic functioning in pediatric chronic kidney disease.
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.
Duquette
Peter J
PJ
School of Education, University of North Carolina, Chapel Hill, NC 27599-7155, USA.
Hooper
Stephen R
SR
Wetherington
Crista E
CE
Icard
Phil F
PF
Gipson
Debbie S
DS
D000124:Achievement; D002648:Child; D003072:Cognition Disorders / Q000175:diagnosis / Q000453:epidemiology*; D003430:Cross-Sectional Studies; D005260:Female; D006801:Humans; D007360:Intelligence; D007676:Kidney Failure, Chronic / Q000453:epidemiology / Q000523:psychology; D007859:Learning Disabilities / Q000453:epidemiology*; D008297:Male; D009483:Neuropsychological Tests; D051436:Renal Insufficiency, Chronic / Q000453:epidemiology* / Q000523:psychology*; D012720:Severity of Illness Index