TY - JOUR
T1 - Inattention, hyperactivity-impulsivity, academic skills and psychopathology in boys with and without haemophilia
AU - Spencer, M. L.S.
AU - Wodrich, D. L.
AU - Schultz, W.
AU - Wagner, L.
AU - Recht, Michael
PY - 2009
Y1 - 2009
N2 - The aim of this study was to determine if symptoms of inattention (IN) and hyperactivity-impulsivity (HI) differ for boys with and without haemophilia and to determine if IN and HI are the essential behavioural dimensions on which the two groups differ. Using a quasi-experimental design, parents' and teachers' ratings of IN and HI for boys with and without haemophilia (ages 6-14 years) were compared. IN and HI were also assessed with a psychometric task, as were reading and math, psychopathology, and educational status via various techniques. Boys with haemophilia (n = 19) were rated higher on dimensions of HI and IN by teachers (P = 0.01, P = 0.02, respectively) but only on HI by parents (P = 0.01). In addition, the haemophilia group committed more impulsivity errors on a psychometric task (P = 0.01). Trends, but not statistically significant differences, were found on reading and math scores, and the haemophilia group had more special education participation. Compared to national norms, borderline range scores on the attention-deficit/hyperactivity disorder (ADHD)-related dimensions of HI and psychometrically measured impulsivity characterized the boys with haemophilia. Although not addressing formal diagnoses, this study found that boys with haemophilia risk ADHD-spectrum problems, especially HI, and special education participation, but not frank academic deficits.
AB - The aim of this study was to determine if symptoms of inattention (IN) and hyperactivity-impulsivity (HI) differ for boys with and without haemophilia and to determine if IN and HI are the essential behavioural dimensions on which the two groups differ. Using a quasi-experimental design, parents' and teachers' ratings of IN and HI for boys with and without haemophilia (ages 6-14 years) were compared. IN and HI were also assessed with a psychometric task, as were reading and math, psychopathology, and educational status via various techniques. Boys with haemophilia (n = 19) were rated higher on dimensions of HI and IN by teachers (P = 0.01, P = 0.02, respectively) but only on HI by parents (P = 0.01). In addition, the haemophilia group committed more impulsivity errors on a psychometric task (P = 0.01). Trends, but not statistically significant differences, were found on reading and math scores, and the haemophilia group had more special education participation. Compared to national norms, borderline range scores on the attention-deficit/hyperactivity disorder (ADHD)-related dimensions of HI and psychometrically measured impulsivity characterized the boys with haemophilia. Although not addressing formal diagnoses, this study found that boys with haemophilia risk ADHD-spectrum problems, especially HI, and special education participation, but not frank academic deficits.
KW - Attention-deficit/hyperactivity disorder
KW - Psychopathology
KW - Special education
UR - http://www.scopus.com/inward/record.url?scp=65449136648&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=65449136648&partnerID=8YFLogxK
U2 - 10.1111/j.1365-2516.2009.01993.x
DO - 10.1111/j.1365-2516.2009.01993.x
M3 - Article
C2 - 19298375
AN - SCOPUS:65449136648
SN - 1351-8216
VL - 15
SP - 701
EP - 706
JO - Haemophilia
JF - Haemophilia
IS - 3
ER -