Cargando…

Academic Performance of Children With Sickle Cell Disease in the United States: A Meta-Analysis

Background: Students with sickle cell disease are at risk for poor academic performance due to the combined and/or interactive effects of environmental, psychosocial, and disease-specific factors. Poor academic performance has significant social and health consequences. Objective: To study academic...

Descripción completa

Detalles Bibliográficos
Autores principales: Heitzer, Andrew M., Hamilton, Latacha, Stafford, Claire, Gossett, Jeffrey, Ouellette, Lara, Trpchevska, Ana, King, Allison A., Kang, Guolian, Hankins, Jane S.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8711768/
https://www.ncbi.nlm.nih.gov/pubmed/34966350
http://dx.doi.org/10.3389/fneur.2021.786065
_version_ 1784623426286125056
author Heitzer, Andrew M.
Hamilton, Latacha
Stafford, Claire
Gossett, Jeffrey
Ouellette, Lara
Trpchevska, Ana
King, Allison A.
Kang, Guolian
Hankins, Jane S.
author_facet Heitzer, Andrew M.
Hamilton, Latacha
Stafford, Claire
Gossett, Jeffrey
Ouellette, Lara
Trpchevska, Ana
King, Allison A.
Kang, Guolian
Hankins, Jane S.
author_sort Heitzer, Andrew M.
collection PubMed
description Background: Students with sickle cell disease are at risk for poor academic performance due to the combined and/or interactive effects of environmental, psychosocial, and disease-specific factors. Poor academic performance has significant social and health consequences. Objective: To study academic achievement and attainment in children with sickle cell disease in the United States. Design: Medline, Embase, SCOPUS, CINAHL, ERIC, and PsycINFO were searched for peer-reviewed articles. Studies of children (ages 5–18) diagnosed with sickle cell disease of any genotype reporting academic achievement (standardized tests of reading, math, and spelling) or attainment (grade retention or special education) outcomes were included. Outcomes were analyzed using a random effects model. Achievement scores were compared to within study controls or normative expectations. Prevalence of grade retention and special education services were compared to national (United States) estimates for Black students. Age at assessment and overall IQ were evaluated separately for association with reading and mathematics scores. Subgroup analyses of reading and math scores were analyzed by cerebral infarct status (no cerebrovascular accident, silent infarct, stroke). Results: There were 44 eligible studies. Students with sickle cell disease scored 0.70, 0.87, and 0.80 (p < 0.001) SD below normative expectations on measures of reading, mathematics, and spelling, respectively. Compared to unaffected sibling and/or healthy controls (k = 8, n = 508), reading and math scores were 0.40 (p = 0.017) and 0.36 (p = 0.033) SD below expectations. Grade retention was approximately 10 times higher in students with sickle cell disease than Black students nationally. Intellectual functioning explained 97.3 and 85.8% of the variance in reading and mathematics performance, respectively (p < 0.001). Subgroup analyses revealed significant differences in reading (p = 0.034) and mathematics (p < 0.001) based on infarct status, with lower performance associated with presence of a silent infarct or stroke. Conclusion: Students with sickle cell disease demonstrate notable academic difficulties and are at high risk for grade retainment. Development of academic interventions and increased access to school support services are needed for this vulnerable population. Systematic Review Registration: https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42020179062.
format Online
Article
Text
id pubmed-8711768
institution National Center for Biotechnology Information
language English
publishDate 2021
publisher Frontiers Media S.A.
record_format MEDLINE/PubMed
spelling pubmed-87117682021-12-28 Academic Performance of Children With Sickle Cell Disease in the United States: A Meta-Analysis Heitzer, Andrew M. Hamilton, Latacha Stafford, Claire Gossett, Jeffrey Ouellette, Lara Trpchevska, Ana King, Allison A. Kang, Guolian Hankins, Jane S. Front Neurol Neurology Background: Students with sickle cell disease are at risk for poor academic performance due to the combined and/or interactive effects of environmental, psychosocial, and disease-specific factors. Poor academic performance has significant social and health consequences. Objective: To study academic achievement and attainment in children with sickle cell disease in the United States. Design: Medline, Embase, SCOPUS, CINAHL, ERIC, and PsycINFO were searched for peer-reviewed articles. Studies of children (ages 5–18) diagnosed with sickle cell disease of any genotype reporting academic achievement (standardized tests of reading, math, and spelling) or attainment (grade retention or special education) outcomes were included. Outcomes were analyzed using a random effects model. Achievement scores were compared to within study controls or normative expectations. Prevalence of grade retention and special education services were compared to national (United States) estimates for Black students. Age at assessment and overall IQ were evaluated separately for association with reading and mathematics scores. Subgroup analyses of reading and math scores were analyzed by cerebral infarct status (no cerebrovascular accident, silent infarct, stroke). Results: There were 44 eligible studies. Students with sickle cell disease scored 0.70, 0.87, and 0.80 (p < 0.001) SD below normative expectations on measures of reading, mathematics, and spelling, respectively. Compared to unaffected sibling and/or healthy controls (k = 8, n = 508), reading and math scores were 0.40 (p = 0.017) and 0.36 (p = 0.033) SD below expectations. Grade retention was approximately 10 times higher in students with sickle cell disease than Black students nationally. Intellectual functioning explained 97.3 and 85.8% of the variance in reading and mathematics performance, respectively (p < 0.001). Subgroup analyses revealed significant differences in reading (p = 0.034) and mathematics (p < 0.001) based on infarct status, with lower performance associated with presence of a silent infarct or stroke. Conclusion: Students with sickle cell disease demonstrate notable academic difficulties and are at high risk for grade retainment. Development of academic interventions and increased access to school support services are needed for this vulnerable population. Systematic Review Registration: https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42020179062. Frontiers Media S.A. 2021-12-13 /pmc/articles/PMC8711768/ /pubmed/34966350 http://dx.doi.org/10.3389/fneur.2021.786065 Text en Copyright © 2021 Heitzer, Hamilton, Stafford, Gossett, Ouellette, Trpchevska, King, Kang and Hankins. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Neurology
Heitzer, Andrew M.
Hamilton, Latacha
Stafford, Claire
Gossett, Jeffrey
Ouellette, Lara
Trpchevska, Ana
King, Allison A.
Kang, Guolian
Hankins, Jane S.
Academic Performance of Children With Sickle Cell Disease in the United States: A Meta-Analysis
title Academic Performance of Children With Sickle Cell Disease in the United States: A Meta-Analysis
title_full Academic Performance of Children With Sickle Cell Disease in the United States: A Meta-Analysis
title_fullStr Academic Performance of Children With Sickle Cell Disease in the United States: A Meta-Analysis
title_full_unstemmed Academic Performance of Children With Sickle Cell Disease in the United States: A Meta-Analysis
title_short Academic Performance of Children With Sickle Cell Disease in the United States: A Meta-Analysis
title_sort academic performance of children with sickle cell disease in the united states: a meta-analysis
topic Neurology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8711768/
https://www.ncbi.nlm.nih.gov/pubmed/34966350
http://dx.doi.org/10.3389/fneur.2021.786065
work_keys_str_mv AT heitzerandrewm academicperformanceofchildrenwithsicklecelldiseaseintheunitedstatesametaanalysis
AT hamiltonlatacha academicperformanceofchildrenwithsicklecelldiseaseintheunitedstatesametaanalysis
AT staffordclaire academicperformanceofchildrenwithsicklecelldiseaseintheunitedstatesametaanalysis
AT gossettjeffrey academicperformanceofchildrenwithsicklecelldiseaseintheunitedstatesametaanalysis
AT ouellettelara academicperformanceofchildrenwithsicklecelldiseaseintheunitedstatesametaanalysis
AT trpchevskaana academicperformanceofchildrenwithsicklecelldiseaseintheunitedstatesametaanalysis
AT kingallisona academicperformanceofchildrenwithsicklecelldiseaseintheunitedstatesametaanalysis
AT kangguolian academicperformanceofchildrenwithsicklecelldiseaseintheunitedstatesametaanalysis
AT hankinsjanes academicperformanceofchildrenwithsicklecelldiseaseintheunitedstatesametaanalysis