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Neurocognitive aspects of pediatric sickle cell disease
R T Brown1, F D Armstrong, J R Eckman
1Division of Psychology, Emory University School of Medicine, Atlanta, GA 30322.
Insights
Children with sickle cell disease often experience neurocognitive deficits and psychosocial challenges. Early educational and psychosocial interventions are recommended to support their development.
Area of Science:
- Pediatric Neurology
- Child Psychology
Background:
- Sickle cell disease (SCD) significantly impacts children's health.
- Neurocognitive and psychosocial development are critical areas affected by SCD.
Purpose of the Study:
- To review existing literature on neurocognitive functioning in children with SCD.
- To examine psychosocial development in children diagnosed with SCD.
- To identify research gaps and propose future directions.
Main Methods:
- Systematic review of studies on neurocognitive deficits in pediatric SCD.
- Review of research on psychosocial development and behavioral issues in pediatric SCD.
- Analysis of methodological limitations in current research.
Main Results:
- Findings indicate diffuse neurocognitive deficits in children with SCD, with significant inter-individual variability.
- Children with SCD frequently exhibit behavioral problems, low self-esteem, and body image disturbances.
- A hypothesis suggests cumulative neurocognitive deficits in children without cerebral vascular accidents.
Conclusions:
- Children with SCD require comprehensive support addressing both cognitive and psychosocial needs.
- Early special education and psychosocial intervention programs are crucial for improving outcomes.
- Future research should address methodological shortcomings and explore cumulative deficit hypotheses.
Abstract:
Studies pertaining to the neurocognitive functioning and learning of children in whom sickle cell disease is diagnosed are reviewed, and findings suggest diffuse neurocognitive deficits, with much variability across subjects. A hypothesis is presented about the cumulative nature of such deficits in children who have not sustained cerebral vascular accidents. Important methodological shortcomings in the literature are identified and recommendations are made for future neurocognitive research with children in whom sickle cell disease has been diagnosed. Studies pertaining to the psychosocial development of these children are also reviewed, and it is concluded that behavioral problems, low self-esteem, and disturbances of body image are frequently characteristic of these children. Recommendations are made including early special education and psychosocial intervention programs for children with sickle cell disease.