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Cognitive functioning in children and adolescents with multiple sclerosis

W S MacAllister1, A L Belman, M Milazzo

  • 1State University of New York at Stony Brook, NY 11794-8121, USA.

Neurology
|April 27, 2005
PubMed

Insights

Cognitive deficits are common in pediatric multiple sclerosis (MS), impacting over a third of children. Early recognition and academic accommodations are crucial for educational success in these young patients.

Area of Science:

  • Pediatric Neurology
  • Neuroimmunology
  • Child Psychology

Background:

  • Multiple sclerosis (MS) is increasingly diagnosed in children and adolescents.
  • Cognitive impairment is a recognized, yet often overlooked, aspect of MS in adults.
  • The impact of MS on cognitive functioning in pediatric populations requires further investigation.

Purpose of the Study:

  • To investigate the prevalence and nature of cognitive deficits in children diagnosed with multiple sclerosis.
  • To explore the relationship between cognitive function and clinical disease parameters in pediatric MS.
  • To understand the academic consequences of cognitive impairment in children with MS.

Main Methods:

  • Neuropsychological assessments were administered to 37 children with clinically definite multiple sclerosis.
  • Cognitive function was evaluated in relation to clinical variables such as disability status, relapse history, and disease duration.
  • Academic functioning was assessed as a consequence of MS-related cognitive changes.

Main Results:

  • A significant proportion (35%) of the evaluated children and adolescents exhibited cognitive impairment.
  • Cognitive functioning demonstrated a strong correlation with clinical indicators, including the Expanded Disability Status Scale, cumulative relapse count, and overall disease duration.
  • Over one-third of the children experienced adverse effects on their academic performance due to MS.

Conclusions:

  • Cognitive deficits are a significant clinical feature in pediatric multiple sclerosis.
  • Educational planning for children with MS must incorporate the potential need for academic accommodations.
  • Early identification of cognitive impairment is essential for supporting the educational and overall well-being of children with MS.
Abstract

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