Academic outcome in long-term survivors of pediatric liver transplantation

Fifty long-term (3-9 year) survivors of pediatric liver transplantation wer e assessed using IQ, achievement, and school history measures. Forty-seven of these children had been evaluated before transplantation on intellectual measures, with mean scores for the group found to be in the low average ra nge. At follow-up evaluation, the scores remained in the low average range on all intellectual measures; performance on academic tests was also within the low average range. Thirteen children (26%) were classified as having l earning problems based on discrepancies between intellectual and academic f unction, but only five of them (38%) had received special education service s. Nine of the children (18%) had IQ scores less than 70. Academic outcome did not relate to diagnosis, time between diagnosis and transplantation, ag e at time of transplantation, or average levels of cyclosporin A. Careful a ssessment and appropriate special education services are indicated to optim ize the educational outcome of children who survive liver transplantation.