Background
Previous research has demonstrated that academic and neuropsychological functions
are compromised in pediatric bipolar disorder (PBD). Investigation of the degree to
which neuropsychological deficits might contribute to those academic problems is needed
to aid in the recognition and intervention for school achievement difficulties in
PBD.
Methods
A sample of 55 children and adolescents with PBD with and without attention-deficit/hyperactivity
disorder (ADHD) (PBD group, n = 28; PBD+ADHD group, n = 27) were tested with a computerized neurocognitive battery and standardized neuropsychological
tests. Age range of subjects was 7–17 years, with the mean age of 11.97 (3.18) years.
Parents completed a structured questionnaire on school and academic functioning.
Results
Logistic regression analyses indicated that executive function, attention, working
memory, and verbal memory scores were poorer in those with a history of reading/writing
difficulties. A separate logistic regression analysis found that attentional dysfunction
predicted math difficulties. These relationships between neuropsychological function
and academic difficulties were not different in those with PBD+ADHD than in those
with PBD alone.
Conclusions
In PBD neuropsychological deficits in the areas of attention, working memory, and
organization/problem solving skills all contribute to academic difficulties. Early
identification and intervention for these difficulties might help prevent lower academic
achievement in PBD.
Key Words
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Article info
Publication history
Published online: May 28, 2006
Accepted:
March 7,
2006
Received in revised form:
March 6,
2006
Received:
November 8,
2005
Identification
Copyright
© 2006 Society of Biological Psychiatry. Published by Elsevier Inc. All rights reserved.
