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

Peter J. Duquette, Stephen R. Hooper, Crista E. Wetherington, Phil F. Icard, Debbie S. Gipson

Research output: Contribution to journalArticlepeer-review

56 Scopus citations


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.

Original languageEnglish (US)
Pages (from-to)1011-1017
Number of pages7
JournalJournal of pediatric psychology
Issue number8
StatePublished - Sep 2007


  • Chronic renal insufficiency
  • Cognition
  • End-stage renal disease
  • Intelligence
  • Learning

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Developmental and Educational Psychology


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