Contributions
Abstract: EP1315
Type: ePoster
Abstract Category: Clinical aspects of MS - 3 Paediatric MS
Background: Cognitive impairment occurs in 30 to 50% of children and adolescents with multiple sclerosis (MS). The consequences of cognitive disability in adults with MS are well documented, however, little is known regarding the functional impact of cognitive impairment in children with MS. To our knowledge, no study has examined the concordance of performance on standard neuropsychological measures and academic achievement in children with MS.
Objective: To evaluate whether the Symbol Digit Modalities Test (SDMT), which is the most commonly used standard screening measure of cognition in MS, is related to academic achievement in a pilot sample of children and adolescents with MS.
Methods: Three metrics were used to assess academic performance in a small cohort of subjects with childhood-onset MS (n=11). General academic performance was quantified using grade point average (GPA), performance on a New York State standardized exam (Regents) and the Woodcock Johnson-III Test of Achievement (WJ-III; verbal and math subtests). The SDMT was also administered. All GPAs are reported on a scale out of 100. Normative scores were calculated for each test. Impairment was considered z ≤ -1.5 (SDMT), z ≤ -1.5 (WJ-III) and below a 65 on any Regents exam. A score of 65 is determined by New York State as the lowest score meeting competency in the associated subject area. Regents results were unavailable for two subjects.
Results: 10 of the 11 MS subjects were female, with a group mean age of 16.6 years (±3.0) and a mean grade level of 11.2 (±2.8). Mean overall GPA was 82.6 (±12.4). SDMT performance did not correspond well with academic performance. 8 participants had normal SDMT, of which 4 (50%) were impaired on at least one of two WJ-III categories (verbal and math). Of these 8 participants with normal SDMT, 3 (38%) scored below 65 on at least one Regents exam.
Conclusions: The SDMT, though a widely used screening measure for detection of cognitive impairment in pediatric MS, is not always concordant with academic achievement in this pilot sample. Future work in larger samples is needed to determine whether standard neuropsychological tests adequately capture/predict decrements in academic achievement in children with multiple sclerosis.
Disclosure:
Wendy Vargas: Nothing to disclose
Victoria Leavitt: Nothing to disclose
James Sumoski: Nothing to disclose
Hannah Street: Nothing to disclose
Gabriella Tosto: Nothing to disclose
This work was funded by the National MS Society
Abstract: EP1315
Type: ePoster
Abstract Category: Clinical aspects of MS - 3 Paediatric MS
Background: Cognitive impairment occurs in 30 to 50% of children and adolescents with multiple sclerosis (MS). The consequences of cognitive disability in adults with MS are well documented, however, little is known regarding the functional impact of cognitive impairment in children with MS. To our knowledge, no study has examined the concordance of performance on standard neuropsychological measures and academic achievement in children with MS.
Objective: To evaluate whether the Symbol Digit Modalities Test (SDMT), which is the most commonly used standard screening measure of cognition in MS, is related to academic achievement in a pilot sample of children and adolescents with MS.
Methods: Three metrics were used to assess academic performance in a small cohort of subjects with childhood-onset MS (n=11). General academic performance was quantified using grade point average (GPA), performance on a New York State standardized exam (Regents) and the Woodcock Johnson-III Test of Achievement (WJ-III; verbal and math subtests). The SDMT was also administered. All GPAs are reported on a scale out of 100. Normative scores were calculated for each test. Impairment was considered z ≤ -1.5 (SDMT), z ≤ -1.5 (WJ-III) and below a 65 on any Regents exam. A score of 65 is determined by New York State as the lowest score meeting competency in the associated subject area. Regents results were unavailable for two subjects.
Results: 10 of the 11 MS subjects were female, with a group mean age of 16.6 years (±3.0) and a mean grade level of 11.2 (±2.8). Mean overall GPA was 82.6 (±12.4). SDMT performance did not correspond well with academic performance. 8 participants had normal SDMT, of which 4 (50%) were impaired on at least one of two WJ-III categories (verbal and math). Of these 8 participants with normal SDMT, 3 (38%) scored below 65 on at least one Regents exam.
Conclusions: The SDMT, though a widely used screening measure for detection of cognitive impairment in pediatric MS, is not always concordant with academic achievement in this pilot sample. Future work in larger samples is needed to determine whether standard neuropsychological tests adequately capture/predict decrements in academic achievement in children with multiple sclerosis.
Disclosure:
Wendy Vargas: Nothing to disclose
Victoria Leavitt: Nothing to disclose
James Sumoski: Nothing to disclose
Hannah Street: Nothing to disclose
Gabriella Tosto: Nothing to disclose
This work was funded by the National MS Society