Background.-Children with chronic illnesses, including asthma, are at risk
for school problems. Developmental problems, however, may begin before scho
ol entry, and the developmental status of preschool children with asthma ha
s not been evaluated.
Objective.-To test the hypothesis that urban preschool children with asthma
have lower parent-reported developmental scores compared with children wit
hout asthma.
Methods.-A comprehensive survey of children beginning kindergarten in 1998
in the urban school system in Rochester, NY, collected parent reports of de
mographic, medical, and developmental data. We compared children with asthm
a with and without limitation of activity to children without asthma for mo
tor, language, socioemotional, and school readiness skills and the need for
extra help with learning. Linear and logistic regression were used to dete
rmine associations between asthma and developmental outcomes.
Results.-Among the 1058 children in this sample, 9% had asthma, including 5
% with asthma with limitation of activity. After adjustment for multiple po
tential confounding variables, the children with asthma with limitation had
lower scores on school readiness skills compared with children without ast
hma (2.0 vs 2.5, P < .001). Further, the parents of children with asthma wi
th limitation were substantially more likely (P < .05) to describe them as
needing extra help with learning (74% vs 56%; odds ratio, 3.2; 95% confiden
ce interval, 1.5-7.8).
Conclusions.-Urban preschool children with significant asthma had poorer pa
rent-reported school readiness skills and a greater need for extra help wit
h learning compared with children without asthma. This finding suggests tha
t developmental problems for children with asthma may begin before school e
ntry.