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Psychoeducational Characteristics of Children and Adolescents with Insulin-Dependent Diabetes MellitusJoanne F. Rovet, PhD, is associate professor of pediatrics and senior scientist in the Research Institute at the Hospital for Sick Children. Her research for the past 15 years has been devoted to the neuropsychological and psychoe-ducational sequelae of pediatric endocrine disorders and has included studies on children with Turner's Syndrome, Klinefelter's Syndrome, congenital and acquired hypothyroidism, and diabetes.
Robert M. Ehrlich, MD, FRCP(C), is professor of pediatrics, chief of the Division of Endocrinology, and medical coordinator of Ambulatory Services at the Hospital for Sick Children. He has a longstanding interest in the clinical care of children with diabetes and is a lifetime member of the Canadian Diabetes Association.
Deborah Czuchta, BA, Dipl. CS, is a psychometrist in the Psychology (Research) Department at the Hospital for Sick Children, with special interest in the effects of endocrinological disorders and prenatal teratogens on children's neurobehavioral development.
Michelle Akler is a second-year medical student at the University of Toronto. Address: Joanne F. Rovet, Psychology Department, Hospital for Sick Children, Toronto, Ontario, Canada M5G 1X8. In recent years, researchers have observed selective neuropsychological impairment associated with insulin-dependent diabetes mellitus in childhood. At increased risk are children who develop diabetes before the age of 5, who experience severe hypo- and hyperglycemia, or who have frequent episodes of mild to moderate hypoglycemia. This article explores the existing literature to establish frequency and consistency of general and specific neurocognitive deficits in this pediatric patient population, as well as the impact of these deficits on school achievement and learning disabilities. Studies are integrated to identify contributing diabetes and nondiabetes factors. This is followed by a reanalysis of the data from two studies of diabetic children to determine the learning disability characteristics of this population and the factors contributing to dysfunctional school performance. Findings are discussed in terms of the impact of different factors reflecting adequacy of diabetes control on specific psychoe-ducational abilities.
Journal of Learning Disabilities, Vol. 26, No. 1,
7-22 (1993) This article has been cited by other articles:
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