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Neurology 2001;56:1109-1111
© 2001 American Academy of Neurology
Brief Communications

Poor school and cognitive functioning with silent cerebral infarcts and sickle cell disease

J. Schatz, PhD;, R. T. Brown, PhD;, J. M. Pascual, MD, PhD;, L. Hsu, MD, PhD; and M. R. DeBaun, MD, MPH

From the Department of Psychology (Dr. Schatz), University of South Carolina, Columbia; Department of Pediatrics (Dr. Brown), Medical University of South Carolina, Charleston; Division of Pediatric Neurology (Dr. Pascual), College of Physicians and Surgeons of Columbia University, New York, NY; Department of Pediatrics (Dr. Hsu), Emory University School of Medicine, Atlanta, GA; and Department of Pediatrics (Dr. DeBaun), Washington University School of Medicine, St. Louis, MO.

Address correspondence and reprint requests to Dr. Jeffrey Schatz, Department of Psychology, University of South Carolina, Columbia, SC 29208; e-mail: schatz{at}sc.edu

The authors evaluated education attainment and neuropsychological deficits in children with sickle cell disease (SCD) and silent cerebral infarcts. Children with silent infarcts had twice the rate of school difficulties as children without infarcts. Eighty percent of silent infarct cases had clinically significant cognitive deficits, whereas 35% had deficits in academic skills. Children with silent cerebral infarcts show high rates of poor educational attainment, cognitive deficits, and frontal lobe injury. Poor school performance in SCD is one indicator of silent infarcts.




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