TY - JOUR
T1 - 390 Infant Heart Transplantation: 10 Years and beyond
AU - Krishnamurthy, V.
AU - Zaytsev, L.
AU - Randall, K. Freier
AU - Chinnock, Richard E.
PY - 2012/4/1
Y1 - 2012/4/1
N2 - Purpose: Loma Linda University Medical Center International Heart Institute has one of the oldest surviving infant heart transplant (IHT) populations and has continued to address the long term functioning of the recipients. The present study describes the prevalence of academic, behavioral, and affective issues in IHT recipients 10 to 20 years post procedure. Methods and Materials: Study data was obtained via annual surveys (2006-2010), as a part of standard care at LLUMC, completed by the parents of recipients who were transplanted prior to the age of 1 year. 90 participants (41% male; age range = 10 - 20 years; M = 15.8, SD = 2.4) were included in the analyses. Frequencies, correlations, and nonparametric analyses of comparison were used to investigate relationships. Results: Significant percentage of the IHT caregivers reported academic problems (Reading: 41%, Math: 52%, Writing: 41%). Many of participants were also receiving Special Education Services (SpEd): Math (91%), Reading (67%), or Speech and Language (33%). Further, approximately 28% reported to having been retained at least one grade that was not due to excessive absences. Additionally, 15-22% endorsed affective and relational difficulties and 23-25% reported attention and memory deficits, while less than 8% indicated behavioral problems. No relationship was found between age and academic problems or receiving SpEd, except that younger children were more likely to obtain speech and language therapy. No significant differences were noted by gender on academic problems or SpEd. Conclusions: The results suggest that IHT recipients face long-term academic and affective challenges. The high prevalence of difficulties in their functioning underscores the importance of screening IHT for cognitive, academic, and affective difficulties regularly as part of their medical care. Additionally, advocacy is needed to help the schools and community understand the existence of the long-term functional challenges in IHT recipients and provide these children with the necessary interventions and support to optimize their functional status.
AB - Purpose: Loma Linda University Medical Center International Heart Institute has one of the oldest surviving infant heart transplant (IHT) populations and has continued to address the long term functioning of the recipients. The present study describes the prevalence of academic, behavioral, and affective issues in IHT recipients 10 to 20 years post procedure. Methods and Materials: Study data was obtained via annual surveys (2006-2010), as a part of standard care at LLUMC, completed by the parents of recipients who were transplanted prior to the age of 1 year. 90 participants (41% male; age range = 10 - 20 years; M = 15.8, SD = 2.4) were included in the analyses. Frequencies, correlations, and nonparametric analyses of comparison were used to investigate relationships. Results: Significant percentage of the IHT caregivers reported academic problems (Reading: 41%, Math: 52%, Writing: 41%). Many of participants were also receiving Special Education Services (SpEd): Math (91%), Reading (67%), or Speech and Language (33%). Further, approximately 28% reported to having been retained at least one grade that was not due to excessive absences. Additionally, 15-22% endorsed affective and relational difficulties and 23-25% reported attention and memory deficits, while less than 8% indicated behavioral problems. No relationship was found between age and academic problems or receiving SpEd, except that younger children were more likely to obtain speech and language therapy. No significant differences were noted by gender on academic problems or SpEd. Conclusions: The results suggest that IHT recipients face long-term academic and affective challenges. The high prevalence of difficulties in their functioning underscores the importance of screening IHT for cognitive, academic, and affective difficulties regularly as part of their medical care. Additionally, advocacy is needed to help the schools and community understand the existence of the long-term functional challenges in IHT recipients and provide these children with the necessary interventions and support to optimize their functional status.
UR - http://linkinghub.elsevier.com/retrieve/pii/S1053249812004147
UR - https://www.mendeley.com/catalogue/4300f069-d670-32b2-bdcb-bd90cc14bf5d/
U2 - 10.1016/J.HEALUN.2012.01.400
DO - 10.1016/J.HEALUN.2012.01.400
M3 - Article
VL - 31
SP - S139
JO - Journal of Heart and Lung Transplantation
JF - Journal of Heart and Lung Transplantation
IS - 4
ER -