![]() ![]() ConclusionĪs school-aged children with CHD experience cognitive deficits, follow-up is required to provide optimal support with regard to educational outcome and participation in leisure activities. Lower total IQ and teacher-rated global executive functions were associated with more educational support and lower IQ was associated with less participation. Seventy-five percent of children participated in leisure activities. Regular school was attended by 82.4% of children with CHD compared to 97% of the general Swiss population ( P < 0.001). Total IQ ( P = 0.023), working memory ( P < 0.001), processing speed ( P = 0.008 ), and teacher-reported metacognition ( P = 0.022) were lower than norms. ![]() ![]() Ordinal regression analyses assessed the association between cognitive deficits and educational outcome and participation. Parents reported on type and level of education and educational support, and leisure activity participation. IQ was assessed with the WISC-IV and executive functions with the BRIEF (parent- and teacher-report). MethodsĪ prospective cohort of 134 children with CHD who underwent cardiopulmonary bypass surgery (CPB) was examined at 10 years of age. This study aimed to investigate the impact of cognitive deficits on educational outcome and participation in leisure activities. Children with congenital heart disease (CHD) are at risk for neurodevelopmental deficits. ![]()
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