Cognitive functioning, personality variables and academic achievement of hemophilic and normal children: A comparative study

Abstract

The present study was conceptualized in the context of the psychosocial needs of Hemophilic children and adolescents of Kolkata. Twenty four Hemophilic children and adolescents were compared with a matched group of normal controls to find out any specific difference in terms of visuomotor gestalt functioning, intellectual level, academic achievement and personality dimensions. Academic achievement was assessed by averaging the results of the last three consecutive school examinations. Intellectual functioning was assessed by Progressive Matrices by Raven, and personality dimensions were assessed by Junior Eysenck Personality Questionnaire. Chi square tests and ANOVA were conducted to determine whether the Hemophilic children differed significantly from the normal controls across age levels. Findings revealed that there was little difference between the two groups in terms of intellectual level, and most dimensions of personality, although the Hemophilics fared worse than normals in neuropsychological, social and academic aspects. Implication for intervention is discussed.

Shared topics on the experience of people with haemophilia living in the UK and the USA and the influence of individual and contextual variables: Results from the HERO qualitative study

“…Some authors have investigated the impact of haemophilia from a bio-medical and individual psychological perspective, measuring dimensions such as self-esteem, stress, anxiety levels, and depression among PWH or care givers (Basu, Chowdhury, & Mitra, 2010 ; Ghanizadeh & Baligh-Jahromi, 2009 ; Kyngas & Rissanen, 2001 ; Plug et al, 2008 ). In recent years, the increasing attention to the perceived impact of illness led to several studies on the quality of life of PWH, with the creation of disease- and age-specific instruments (Berg et al, 2015 ; Bradley et al, 2006 ; Szende et al, 2003 ).…”

Hemophilia.

“…Children and adolescents with hemophilia may experience negative schoolbased outcomes as either a direct or indirect consequence of their disease. Despite the fact that no significant differences in intellectual functioning (i.e., measured IQ) have been found in students with hemophilia in comparison with healthy peers, some past research has indicated that children and adolescents with hemophilia experience poorer academic performance in the form of lower grades across classes (Basu et al, 2010). Furthermore, individuals reporting more than 12 bleeds annually are more likely to experience these academic difficulties than those with milder forms of hemophilia that result in fewer bleeds (Basu et al, 2010).…”

Is Executive Function Intact After Pediatric Intracranial Hemorrhage? A Sample of Mexican Children With Hemophilia

“…20 Additionally, some studies examining neuropsychological outcome have shown a correlation between low visual-motor integration and reduced intelligence in children with hemophilia with intracranial hemorrhage compared with normal controls. [20][21][22][23] Furthermore, hemophilia itself is considered a risk factor for lower performance on achievement tasks, 24 even in the absence of intracranial hemorrhage.…”