Intellectual development and academic performance of children with insulin-dependent diabetes mellitus

A longitudinal study

Bibliographic Data

ID9787935
AuthorsMaria Kovàcs (0000-0001-5274-5045, corresponding author), David Goldston, David B Goldston (0000-0001-7182-6553), Satish Iyengar (0000-0002-9329-6853)
Year1992
Volume28
Issue4
Pages676-684
Publication date1992-07-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueDevelopmental Psychology (JOURNAL)
Journal identifiersISSN: 0012-1649 • E-ISSN: 1939-0599
PublisherAmerican Psychological Association (APA) (PUBLISHER)
DOI10.1037//0012-1649.28.4.676
OpenAlexW4230820368
LanguageEN
Citations received3
References cited2

Eighty-seven school-age children with insulin-dependent diabetes mellitus (IDDM) were assessed repeatedly over the first 6 years of their IDDM to determine the effects of the medical disorder on intellectual development and academic performance. At the initial diagnosis, verbal and nonverbal intellectual performance and school grades were in the average ranges. Over time, verbal performance and school grades declined, whereas nonverbal intellectual performance improved slightly. Duration of IDDM was found to be related to the outcome variables, but the degree of metabolic control was not. Analysis of longitudinal data for a 6-year interval on a demographically closely matched post hoc comparison group revealed parallel but less pronounced trends in verbal and nonverbal intellectual performance but not in school grades

Academic achievement · Child development · Developmental psychology · Diabetes mellitus · Insulin · Insulin dependent diabetes · Intellectual development · Longitudinal study · Childhood Cancer Survivors' Quality of Life · Diabetes Management and Research · Endocrinology · Infant Development and Preterm Care · Internal Medicine · Medicine · Psychology

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