Elementary school performance of children with congenital hypothyroidism. New England Congenital Hypothyroidism Collaborative
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Early diagnosis and treatment of congenital hypothyroidism in children do not impede school progress. School achievement and intelligence quotients (IQs) in treated children were comparable to their peers, indicating no specific learning disabilities.
Area of Science:
- Pediatric Endocrinology
- Developmental Psychology
- Educational Psychology
Background:
- Congenital hypothyroidism (CH) requires early diagnosis and treatment to prevent developmental issues.
- Neonatal screening enables early detection of CH.
- The long-term school performance of children treated for CH is not fully understood.
Purpose of the Study:
- To evaluate the school progression of children diagnosed with CH via neonatal screening.
- To compare academic achievement and cognitive development in treated CH patients versus controls.
Main Methods:
- Longitudinal study of 72 children with CH (ages 9-10) treated after neonatal screening.
- Comparison with 96 classmates and 32 siblings using Wechsler Intelligence Scale for Children-Revised (WISC-R) and Peabody Individual Achievement Test (PIAT).
- Neuropsychological tests and educational history data collection.
Main Results:
- No statistically significant differences in Intelligence Quotients (IQs) between CH patients (106) and controls (109).
- Comparable mean overall school achievement scores (CH patients: 108, controls: 109).
- Similar rates of grade repetition, tutoring, and special class placement between groups.
Conclusions:
- Children with CH treated early show normal school progression.
- Early treatment appears to prevent specific learning impediments unrelated to overall intelligence.
- Neonatal screening and timely intervention are effective in supporting academic development.
Abstract:
The aim of this study was to determine whether hypothyroid children treated early as a result of diagnosis after neonatal screening progressed normally in school. The New England Congenital Hypothyroidism Collaborative studied 72 of its patients at the ages of 9 or 10 years after they had completed 3 years of schooling beyond kindergarten. Control subjects were 96 classmates of the same sex and age as the patients and 32 siblings of appropriate age for the testing. Intelligence quotients (IQs) were measured by the Wechsler Intelligence Scale for Children-Revised abbreviated to five items, and school achievement by the Peabody Individual Achievement Test. In addition, a series of neuropsychologic tests was administered to both patients and control subjects. Educational histories were obtained from the parents for 74 patients, 87 of their siblings, 96 classmates, and 96 siblings of the classmates. The IQ of the control subjects (mean +/- SEM) was 109 +/- 1.2 versus 106 +/- 1.4 for the patients. The mean overall achievement score was 109 +/- 0.93 for the control subjects and 108 +/- 1.3 for the patients. These differences are not statistically significant. The regression lines relating overall Peabody Individual Achievement Test scores or subtests thereof to IQ did not differ among the patients and the control groups. Within the groups the regression lines for IQ and the different subtests of school achievement were also identical. The percentages of children repeating a grade, needing extra tutoring, or in special classes were the same for patients and control groups. We conclude that children with hypothyroidism have no apparent specific impediments to learning unrelated to intelligence.