Abstract
In this study we assessed the prevalence of academic difficulties among children and adolescents (103 boys and 47 girls ages 6-18 years) presently receiving growth hormone (GH) therapy in a cross-sectional study. Psychoeducational functioning was assessed by parent report. Between 18% and 29% of the youths were performing poorly in at least one of four key academic subjects, and 26% had been classified as educationally "handicapped." Those with growth failure attributable to more medically involved conditions exhibited greater academic difficulty. Severity of short stature, duration of GH therapy, and growth-responsiveness to treatment were not significantly related to academic problems. The finding that academic difficulties are commonly observed among youths receiving GH therapy underscores the importance of developing a remediation plan as early as possible. Our study does not support the proposition that GH-mediated improvements in growth normalize academic achievement.
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