Efectividad clínica y polisomnográfica de la adenamigdalectomía en el tratamiento de los trastornos respiratorios del sueño en los niños

Moré, Eduard Esteller; Isern, Francesc Segarra; Zumel, Paula Huerta; Gonzalez, A.; Soler, Eusebi Matiñó; Alcover, Joan Manel Ademà

doi:10.1016/s0001-6519(08)75551-1

Cited by 17 publications

(3 citation statements)

References 34 publications

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“…In an assessment of cerebral blood flow and neurocognition in children with mild SDB compared with controls, Hogan et al81 found some evidence of improved processing speed and visual attention among children with SDB; however, measures of executive function remained in deficit postadenotonsillectomy. Using anecdotal parental report of neurocognitive performance and behavior, Moré et al82 found a large proportion of parents of 44 children with SDB reported resolved problems of speech delay, poor school performance, poor concentration, and poor memory. More recently, Lundeborg et al83 reported that language deficits (phonological processing) were improved following both tonsillectomy and partial resection (tonsillotomy) in preschool-aged children with SDB; however, deficits compared with controls were still evident at 6 months following treatment.…”

Section: Effects Of Treatment On Neurocognition and Behaviormentioning

confidence: 99%

“…Wei et al87,88 completed a 6-month and a 2.4- to 3.6-year follow-up of 71 and 44 children with SDB, respectively, and reported postadenotonsillectomy improvement in inattention, hyperactivity, and oppositional behavior. Moré et al82 report that aggressiveness and hyperactivity were reduced 9 months after adenotonsillectomy, while Ericsson et al89 report reduced somatic complaints following either tonsillotomy or tonsillectomy in 67 children with SDB; mixed results for symptoms of aggression, anxiety, inattention, and social problems; and no change for withdrawn behavior and thought problems. In contrast, Constantin et al65 report no gains postadenotonsillectomy compared with retrospective ratings of behavior.…”

Section: Effects Of Treatment On Neurocognition and Behaviormentioning

confidence: 99%

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Neurocognitive performance and behavior before and after treatment for sleep-disordered breathing in children

Köhler

Lushington²,

Kennedy³

2010

NSS

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Neurocognitive and behavioral problems are increasingly reported in children with sleep-disordered breathing (SDB). The impact of treatment for SDB on neurocognition and behavior is, therefore, an issue of increasing importance. To date, there has been little consideration given to the quality of studies when reviewing associated neurocognitive and behavioral problems in children with SDB, and furthermore, there has been little systematic review of treatment outcomes. The aim of this review was to provide an up-to-date and critical review of the current literature. Findings indicate a specific pattern of neurocognitive problems in children with SDB; however, the pattern of behavioral problems is less clear. Very few studies were found to provide a rigorous investigation of posttreatment neurocognitive and behavior outcomes. Despite this, relatively consistent improvements in global intelligence, attention, and visual spatial ability are shown; however, persistent deficits in other domains are also evident. For behavior, problems of hyperactivity, aggression or conduct problems, and somatic complaints improve following treatment. In contrast, symptoms of anxiety and social problems less consistently improve. These findings should aid in the development of more targeted investigations and well-designed studies exploring both the causative mechanisms and the treatment response for neurocognitive and behavior problems in children with SDB.

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Section: Effects Of Treatment On Neurocognition and Behaviormentioning

confidence: 99%

Section: Effects Of Treatment On Neurocognition and Behaviormentioning

confidence: 99%

Neurocognitive performance and behavior before and after treatment for sleep-disordered breathing in children

Köhler

Lushington²,

Kennedy³

2010

NSS

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“…However, studies examining this further have produced inconsistent findings, with several studies having methodological limitations. For example, before-after intervention studies have generally either demonstrated no statistically significant differences in academic achievement after treatment (Marcus et al, 2006 ; Esteller More et al, 2008 ; Biggs et al, 2014 ), or have not compared improvements to a control group or to expected academic growth (Giordani et al, 2012 ; Ikeda et al, 2012 ), limiting the conclusions that can be drawn. Longitudinal studies have produced mixed findings.…”

Section: Introductionmentioning

confidence: 99%

Sleep-Related Breathing Problem Trajectories Across Early Childhood and Academic Achievement-Related Performance at Age Eight

et al. 2021

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Background: Childhood sleep disordered breathing (SDB) has been linked to poorer academic performance; however, research has not investigated the extent improvement in SDB may alter outcomes across key academic skills. This study aimed to investigate if children's early SDB status could predict later academic outcomes, and if an improvement in SDB status across the early childhood years would coincide with better, later performance in key academic skills related to reading, numeracy, and listening comprehension.Methods: Eighty five case children with an SDB symptom score >25 (maximum 77) were matched to 85 control children (score <12) at recruitment (age 3). SDB severity (symptom history and clinical assessment) was evaluated at ages 3, 4, 6, and 8 years and performance on individually-administered academic skills assessed at age 8 (91% retention from age 3). Case children were categorized into “improved” or “not-improved” groups based on SDB trajectories over the 5 years. Contributions of SDB status and trajectory group to academic performance were determined using regression analysis adjusted for demographic variables.Results: History of SDB from age 3 predicted significantly poorer performance on some key academic skills (oral reading and listening skills) at age 8. Children whose SDB improved (45%) performed better in oral reading fluency than those whose SDB did not improve, but difficulties with specific tasks involving oral language (listening retell) remained when compared to controls.Conclusion: Findings support links between early SDB and worse academic outcomes and suggest key academic areas of concern around oral language. Findings highlight the need for child mental health professionals to be aware of children's sleep problems, particularly SDB (past and present), when assessing potential barriers to children's achievement, to assist with appropriate and timely referrals for evaluation of children's sleep difficulties and collaborative evaluation of response to intervention for sleep difficulties.

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Alteraciones cognitivas y conductuales tras adenoamigdalectomía en el síndrome de apnea del sueño

Esteller¹,

Barceló²,

Segarra³

et al. 2014

Anales de Pediatría

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Efectividad clínica y polisomnográfica de la adenamigdalectomía en el tratamiento de los trastornos respiratorios del sueño en los niños

Cited by 17 publications

References 34 publications

Neurocognitive performance and behavior before and after treatment for sleep-disordered breathing in children

Neurocognitive performance and behavior before and after treatment for sleep-disordered breathing in children

Sleep-Related Breathing Problem Trajectories Across Early Childhood and Academic Achievement-Related Performance at Age Eight

Alteraciones cognitivas y conductuales tras adenoamigdalectomía en el síndrome de apnea del sueño

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