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Effect of intracranial bleeds on the neurocognitive, academic, behavioural and adaptive functioning of boys with haemophilia
Author(s) -
MILES B. S.,
ANDERSON P.,
AGOSTINO A.,
GOLOMB M. R.,
ACHONU C.,
BLANCHETTE V.,
FELDMAN B. M.,
McLIMONT M.,
REVELVILK S.,
STAIN A.,
BARNES M. A.
Publication year - 2012
Publication title -
haemophilia
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.213
H-Index - 92
eISSN - 1365-2516
pISSN - 1351-8216
DOI - 10.1111/j.1365-2516.2011.02632.x
Subject(s) - neurocognitive , neuropsychology , medicine , haemophilia , cognition , clinical psychology , neuropsychological assessment , executive functions , pediatrics , developmental psychology , psychiatry , psychology
Summary. Brain insults are a risk factor for neuropsychological and academic deficits across several paediatric conditions. However, little is known about the specific effects of intracranial haemorrhage (ICH) in boys with haemophilia. The study compared neurocognitive, academic and socio‐emotional/behavioural outcomes of boys with haemophilia with and without a history of ICH. Of 172 consecutive patients seen at a Pediatric Comprehensive Care Hemophila Centre, 18 had a history of ICH. Sixteen boys between the ages of 3 and 17 years were available for study and were matched to controls with haemophilia of the same age and disease severity and on the basis of maternal education. Groups were compared on neuropsychological and academic outcomes. Attention, socio‐emotional function and executive skills were compared using data from parent questionnaires. Differences were found in intellectual function, visual‐spatial skill, fine motor dexterity and particularly language‐related skills, including vocabulary, word reading and applied math problem solving. Despite these group differences, outcomes were within the average range for most boys with ICH. No group differences were found in behavioural and socio‐emotional functioning. Although ICH in haemophilia is not benign, it was not associated with significant cognitive and academic consequences for most boys. Early neuropsychological assessment may be indicated when there is a history of ICH. Investigation of age at ICH and quantitative measures of brain in relation to neurocognitive outcomes in larger groups of boys with ICH would be useful.