The relationship of hiv status, type of coagulation disorder, and school absenteeism to cognition, educational performance, mood, and behavior of boys with hemophilia

Susan Dickerson Mayes, H. Allen Handford, Judy Hopkins Schaefer, Charles A. Scogno, Sara R. Neagley, Lisa Michael-Good, Lynn E. Pelco

Research output: Contribution to journalArticlepeer-review

14 Scopus citations

Abstract

Psychological and educational data were analyzed for all school-aged males with hemophilia at the Hemophilia Center of Central Pennsylvania (N = 66). Mean IQ (113.5) was higher than normal, and 2.4 times as many boys with hemophilia were enrolled in gifted programming than is the state average for boys. However, there was a disproportionately high prevalence of attention-deficit/hyperactivity disorder (ADHD; 28.3%), learning disability (LD; 15.8%), and graphomotor weakness. These were not significantly associated with HIV status or type and severity of coagulation disorder. School absenteeism was high but was not significantly related to academic achievement, IQ/achievement discrepancy, need for educational intervention, or diagnosis of ADHD or LD.

Original languageEnglish (US)
Pages (from-to)137-151
Number of pages15
JournalJournal of Genetic Psychology
Volume157
Issue number2
DOIs
StatePublished - Jun 1996

All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology
  • Clinical Psychology
  • Life-span and Life-course Studies

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