Sleep disordered breathing symptoms and daytime sleepiness are associated with emotional problems and poor school performance in children

Abstract Introduction: Motor skills are enlarged during schooling age, with possible relation between motor and school performance. Objective: Compare motor skills of children with good and poor school performance, according to the teacher’s perception in the classroom. Method: School children aged 6 to 11 years were divided into two groups; poor school performance (PSP) and good school performance (GSP) and evaluated using the Motor Development Scale (MDS). The chronological age, general motor age and the motor quotient of each area evaluated were compared between the groups using the Mann-Whitney Test. The Chi-square test was used to associate the motor performance classification and the school performance. Results: Chronological age was similar between groups, although the general motor age was smaller in the PSP. The general motor quotient and the motor quotients in the areas of body scheme, spatial and temporal organization were significantly smaller in PSP. Most children were classified by the MDS as Low Normal or Medium Normal motor skills in both groups; however in the GSP, 27.5% of the children had a High Normal or Superior motor development and only 2.5% were classified as Very Inferior or Inferior. In the PSP, 12.5% had a Very Inferior or Inferior performance and only 6.25% had a High Normal or Superior performance (p < 0.05 - chi-square test). Conclusion: Results show a direct connection between poor school performance and motor skill difficulties, which illustrates the relation between motor and cognitive skills.

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Association of self-reported nasal blockage with sleep-disordered breathing and excessive daytime sleepiness in Pakistani employed adults

Sleep And Breathing ◽

10.1007/s11325-009-0317-8 ◽

2009 ◽

Vol 14 (4) ◽

pp. 345-351 ◽

Cited By ~ 3

Author(s):

Syed Fayyaz Hussain ◽

Yona Keich Cloonan ◽

Mohammad H. Rahbar ◽

Muhammad Islam

Keyword(s):

Excessive Daytime Sleepiness ◽

Daytime Sleepiness ◽

Sleep Disordered Breathing ◽

Nasal Blockage ◽

Disordered Breathing

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Quality of life of children with poor school performance: association with hearing abilities and behavioral issues

Arquivos de Neuro-Psiquiatria ◽

10.1590/0004-282x20190011 ◽

2019 ◽

Vol 77 (3) ◽

pp. 147-154

Author(s):

Bárbara Antunes Rezende ◽

Stela Maris Aguiar Lemos ◽

Adriane Mesquita de Medeiros

Keyword(s):

Quality Of Life ◽

Social Behavior ◽

School Performance ◽

Multivariate Logistic Regression Analysis ◽

Written Language ◽

Poor School Performance ◽

Sequential Memory ◽

Hearing Abilities ◽

Poor School

ABSTRACT The aim of the present study was to investigate the quality of life of children with poor school performance and its association with behavioral aspects and hearing abilities. Methods: This cross-sectional observational study, developed in a town in the state of Minas Gerais, Brazil, investigated a random sample of public school children, aged 7-12 years old, who performed poorly in school and received specialized educational assistance. The study comprised two stages: 1) collection of data from parents on their children's health, educational, and socioeconomic profile, and from the Strengths and Difficulties Questionnaire; 2) administration of a quality of life evaluation scale to the schoolchildren. For the assessment of auditory function, transient otoacoustic emissions were used and auditory processing was tested. The following tests were used: verbal sequential memory, nonverbal sequential memory, sound localization, dichotic digits, duration pattern test (flute) and random gap detection. The collected data were analyzed using Excel and STATA 11.0 software. Quality of life was considered the response variable. The explanatory variables were grouped for univariate and multivariate logistic regression analysis with the level of significance set at 5%. Results: A statistically significant association was found between impaired quality of life, altered pro-social behavior, and the absence of parental complaints about the children's written language development. Conclusions: Quality of life is impaired in children with poor school performance. The lack of parental complaints about written language and changes in social behavior increased the likelihood of a child having a poor quality of life.

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