Dataset Information

Intelligence and Academic Achievement of Adolescents with Craniofacial Microsomia.

ABSTRACT: BACKGROUND:The authors compared the IQ and academic achievement of adolescents with craniofacial microsomia (cases) and unaffected children (controls). Among cases, the authors analyzed cognitive functioning by facial phenotype. METHODS:The authors administered standardized tests of intelligence, reading, spelling, writing, and mathematics to 142 cases and 316 controls recruited from 26 cities across the United States and Canada. Phenotypic classification was based on integrated data from photographic images, health history, and medical chart reviews. Hearing screens were conducted for all participants. RESULTS:After adjustment for demographics, cases' average scores were lower than those of controls on all measures, but the magnitude of differences was small (standardized effect sizes, -0.01 to -0.3). There was little evidence that hearing status modified case-control group differences (Wald p > 0.05 for all measures). Twenty-five percent of controls and 38 percent of cases were classified as having learning problems (adjusted OR, 1.5; 95 percent CI, 0.9 to 2.4). Comparison of cases with and without learning problems indicated that those with learning problems were more likely to be male, Hispanic, and to come from lower income, bilingual families. Analyses by facial phenotype showed that case-control group differences were largest for cases with both microtia and mandibular hypoplasia (effect sizes, -0.02 to -0.6). CONCLUSIONS:The highest risk of cognitive-academic problems was observed in patients with combined microtia and mandibular hypoplasia. Developmental surveillance of this subgroup is recommended, especially in the context of high socioeconomic risk and bilingual families. Given the early stage of research on craniofacial microsomia and neurodevelopment, replication of these findings is needed. CLINICAL QUESTION/LEVEL OF EVIDENCE:Risk, II.

SUBMITTER: Speltz ML

PROVIDER: S-EPMC5657387 | biostudies-literature | 2017 Sep

REPOSITORIES: biostudies-literature

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Intelligence and Academic Achievement of Adolescents with Craniofacial Microsomia.

Speltz Matthew L ML Wallace Erin R ER Collett Brent R BR Heike Carrie L CL Luquetti Daniela V DV Werler Martha M MM

Plastic and reconstructive surgery 20170901 3

<h4>Background</h4>The authors compared the IQ and academic achievement of adolescents with craniofacial microsomia (cases) and unaffected children (controls). Among cases, the authors analyzed cognitive functioning by facial phenotype.<h4>Methods</h4>The authors administered standardized tests of intelligence, reading, spelling, writing, and mathematics to 142 cases and 316 controls recruited from 26 cities across the United States and Canada. Phenotypic classification was based on integrated d ...[more]

PMID: 28841618

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Project description:BackgroundOver a fifth of children and adolescents suffer with asthma or atopic disease. It is unclear whether asthma impacts academic performance in children and adolescents, and little is known about the association of eczema, food allergy or hayfever and academic performance.ObjectiveTo examine whether asthma, eczema, food allergy or hayfever impacts on adolescent academic performance and to assess the role of unmeasured confounding.MethodsThis study used the Childhood and Adolescent Twin Study of Sweden cohort born 1992-1998. At age 9-12 years, parents reported on their child's ever or current asthma, eczema, food allergy and hayfever status (n = 10 963). At age 15, linked national patient and medication register information was used to create current and ever asthma definitions including severe and uncontrolled asthma for the same children. Academic outcomes in Grade 9 (age 15-16 years) included: eligibility for high school (Grades 10-12), and total mark of the best 16 subject units, retrieved from the Grade 9 academic register. Whole cohort analyses adjusted for known covariates were performed, and co-twin control analyses to assess unmeasured confounders.ResultsThere were no associations found for asthma or food allergy at 9-12 years and academic outcomes in adolescence. In addition, at age 15, there were no statistically significant associations with current, ever, severe or uncontrolled asthma and academic outcomes. Eczema and hayfever at age 9-12 years were found to be positively associated with academic outcomes; however, co-twin control analyses did not support these findings, suggesting the main analyses may be subject to unmeasured confounding.Conclusion and clinical relevanceHaving asthma or an atopic disease during childhood or adolescence does not negatively impact on academic performance. This information can be used by clinicians when talking with children and parents about the implications of living with asthma or atopic disease.

Dataset Information

Intelligence and Academic Achievement of Adolescents with Craniofacial Microsomia.

Publications

Intelligence and Academic Achievement of Adolescents with Craniofacial Microsomia.

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