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Cognitive dysfunction in children with sleep-disordered breathing.

Luciane Bizari Coin Carvalho1, Lucila F Prado, Luciana Silva

  • 1Department of Neurology, Sleep Disorder Center, Federal University of Sao Paulo, Sao Paulo, Brazil. lucianebizari@yahoo.com

Journal of Child Neurology
|June 23, 2005
PubMed
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Children with sleep-disordered breathing (SDB) experience cognitive dysfunction, particularly when attending morning school sessions. School start times and grade level significantly impact cognitive performance in Brazilian students with SDB.

Area of Science:

  • Pediatrics
  • Neuroscience
  • Sleep Medicine

Background:

  • Mandatory double school sessions in Brazil due to facility shortages can negatively impact cognitive function.
  • Children with sleep-disordered breathing (SDB) are particularly vulnerable to cognitive deficits.
  • Understanding the influence of school start times on cognition is crucial for this population.

Purpose of the Study:

  • To investigate the impact of school start times (morning vs. afternoon) on cognitive performance.
  • To compare cognitive function between children with SDB, nonrespiratory sleep disorders, and healthy controls.
  • To analyze the interaction between SDB, school start times, and academic grades on cognition.

Main Methods:

  • Cognitive function was assessed in 79 children with SDB, 468 with nonrespiratory sleep disorders, and 633 controls.

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  • Data collected included total sleep time, school start time, and academic grades.
  • Statistical analysis was performed to determine odds ratios for cognitive dysfunction.

    • Main Results:

    • First-grade students with SDB attending morning classes had 8.04 times higher odds of cognitive dysfunction compared to normal children.
    • Morning students with SDB in second and third grades showed 3.69 and 4.07 times higher odds of cognitive dysfunction, respectively, versus afternoon students.
    • Fourth-grade morning students had 8.27 times higher odds of cognitive dysfunction than first-grade students.

    Conclusions:

    • Sleep-disordered breathing, academic grade level, and school start time are significant interacting factors affecting cognitive performance in Brazilian children.
    • Morning school sessions exacerbate cognitive dysfunction in children with SDB.
    • Interventions addressing SDB and optimizing school schedules may improve cognitive outcomes.