Brief report: intellectual and academic functioning in pediatric chronic kidney disease

J Pediatr Psychol. 2007 Sep;32(8):1011-7. doi: 10.1093/jpepsy/jsm036. Epub 2007 Jun 7.


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.

MeSH terms

  • Achievement*
  • Child
  • Cognition Disorders / diagnosis
  • Cognition Disorders / epidemiology*
  • Cross-Sectional Studies
  • Female
  • Humans
  • Intelligence
  • Kidney Failure, Chronic / epidemiology
  • Kidney Failure, Chronic / psychology
  • Learning Disabilities / epidemiology*
  • Male
  • Neuropsychological Tests
  • Renal Insufficiency, Chronic / epidemiology*
  • Renal Insufficiency, Chronic / psychology*
  • Severity of Illness Index