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    The Effects of Glucose Levels on Academic Performance of Children and Adolescents with Type 1 Diabetes Mellitus

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    Author
    Knight, Madison
    Issue Date
    2017
    Keywords
    Academic Performance
    Adolescents
    Children
    Diabetes
    Glucose Variability
    Type 1 Diabetes
    Advisor
    Perfect, Michelle
    
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    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    This study examined how children and adolescents with type 1 diabetes mellitus' (T1DM) glucose levels during and prior to academic performance impact the outcome on a variety of reading, writing, and mathematics tasks. The study sample was selected from a larger study. Participants wore a continuous glucose monitor for approximately six days and complete a neurobehavioral evaluation that consisted of a variety of tasks including tasks that assessed basic reading skills, reading fluency, reading comprehension, math fact fluency, math calculation, math problem solving, spelling, and writing fluency. Results indicated that individuals who experience extreme glucose levels (e.g. hyperglycemia or hypoglycemia) perform worse on spelling accuracy tasks. Additionally, when an individual is hyperglycemic his or her reading and writing fluency skills decrease. Moreover, poor glucose control prior to academic performance increased individual's risk for exhibiting impaired performance on reading and mathematics tasks. Overall, the study results suggest that one's glucose levels prior to and during academic performance potentially impact overall execution of reading, writing, and mathematics abilities. Therefore, these findings support the need to move beyond consideration of only overall glucose levels and review temporal influence of glucose levels on academic performance to track fluctuations on academic performance and determine necessary accommodations to buffer glycemic dysregulation effects. In particular, individuals whose glucose levels are frequently within the hyperglycemic range are at greatest risk for performing below their optimal level.
    Type
    text
    Electronic Dissertation
    Degree Name
    Ph.D.
    Degree Level
    doctoral
    Degree Program
    Graduate College
    School Psychology
    Degree Grantor
    University of Arizona
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