Investigating the effects of asthma medication on the cognitive and psychosocial functioning of primary school children with asthma

Asthma medication and the role of serotonin in the development of cognitive and psychological difficulties

“…I therefore believe that information provided in this article regarding the function of serotonin, and the fact that research proves that corticosteroids lowers serotonin levels, provides evidence to support results from the case study of Naudé and Pretorius (2003), as well as other research mentioning the influence of corticosteroids on cognition and mood. Furthermore, giving children methylphenidate-containing products that up-regulate serotonin levels via the dopamine pathway, or even SSRIs to address mood changes resulting from the use of asthma medications, will influence neurotransmission pathways negatively.…”

“…In a case study that investigated the effects of asthma medication on the cognitive and psychological functioning of a nine-year old child that received longterm corticosteroid treatment, Naudé and Pretorius (2003) found concentration deficits and inattentiveness, impaired short-term memory, poor time management (decreased psychomotor functioning) and mood changes. This resulted in impaired academic and psychosocial functioning.…”

Children with asthma: Assessment and treatment in school settings

“…Furthermore, it is suggested that asthma medication use may be related to deficits in concentration, attention, short-term memory, and time management among schoolchildren (Naude & Pretorius, 2003). Although it may be assumed that such negative outcomes are also related to academic achievement, previous investigations do not support this claim.…”

“…2. Childhood asthma is related to academic, social, and psychological problems that may affect school functioning (de Mesquita & Fiorello, 1998;Miller & Wood, 1994;Naude & Pretorius, 2003).…”

“…As a result of these alterations in brain chemistry, chronic users of corticosteroids may experience deficits in declarative, explicit, and short-term memory; gaps in knowledge acquisition; difficulty concentrating; fatigue; poor time management skills; and altered mood (Brown, Sherwood, Khan, & Nejtek, 1999). Naude and Pretorius (2003) recommended that an awareness of these side effects be included in teacher training programs. In addition, schools should take a multidisciplinary approach to psychoeducational assessment and to emphasizing the implementation of self-management interventions with these children.…”