简要报告：小儿慢性肾病的智力与学业功能
Brief report: intellectual and academic functioning in pediatric chronic kidney disease.
作者信息
Duquette Peter J, Hooper Stephen R, Wetherington Crista E, Icard Phil F, Gipson Debbie S
机构信息
School of Education, University of North Carolina, Chapel Hill, NC 27599-7155, USA.
出版信息
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.
目的
研究慢性肾脏病（CKD）患儿的智力和学业功能。
方法
采用横断面设计，将30名CKD患儿与41名匹配的对照组儿童在智力、学业成绩以及不同定义的学习障碍（LD）发生率方面进行比较。
结果
CKD患儿留级风险更高（p < .001），旷课率更高（p < .01），并且在智力（p < .001）、数学（p < .01）、阅读（p < .05）方面表现出轻度损伤，达到低学业成绩定义的LD标准（p < .01）的频率高于对照组参与者。肾功能是CKD组智力和学业成绩的重要预测因素（p < .02）。
结论
教育和心理社会支持对CKD患儿至关重要，随着时间推移监测他们的认知功能和学业进展可能很重要。
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