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SAMPLE, DESIGN, & INTERVENTIONhemoglobin and no known central nervous systeminjury)Study Design: Case-controlACHIEVEMENTMEASURE• 11 subscales: Motorskills; Rhythm; Tactile;Visual; Receptivespeech; Expressivespeech; Writing;Reading; Arithmetic;Memory; IntelligenceWISC-R• Verbal; Performance;Full-Scale IQWide-RangeAchievement Test(WRAT)• Reading; Spelling;MathematicsOUTCOMEand the proportion of each group placed in special education were notsignificantly different for the two groups.The WISC-R mean performance and full-scale IQs were significantlylower for the SCD patients than for controls, although verbal IQ did notdiffer significantly.When compared with a standardized group of minority children, only thesickle cell patients showed significant decrements in verbal (p = 0.02) andfull-scale IQ (p = 0.03) scores.On the WRAT, there were no significant differences between the patientsand their siblings. The younger patients scored better than the olderpatients on the WRAT math subtest, but not on the reading or spellingsubtests.Among the younger sample (≤ 12 years), patients’ mean scores weresignificantly higher (abnormal) than their sibling controls on seven LNNB-C scales: visual, expressive-speech, writing, reading, arithmetic, memory,and pathognomonic). Not only were the means higher, but the percentageof patients who were above their critical level compared with the controlswas also significantly higher.SLEEPDrake (2003)Sample: N = 450 11- to 15-year-old students, fromgrades 6, 7, and 8 of a public middle school in Dayton,OhioSleep Measures: Pediatric Daytime Sleepiness Scale (32items assessing daily sleep patterns, school achievement,mood, sleepiness, qualify of life, and extracurricularactivities)“My grades in schoolare usually: all A’s,mostly A’s, mostly A’sand B’s, all B’s, mostlyB’s and C’s, all C’s orless”There were significant linear effects for school achievement and daytimesleepiness [F(1,405) = 5.96, p=0.02].Study Design: Cross-sectionalEliasson (2002) Sample: N = 1,200 students (1,000 high school, 200middle school)Sleep Measures: Self-report questionnaire (noinformation on measures)Study Design: Cross-sectionalSelf-report of gradepoint averageThere was no correlation between sleep time and academic performance.E-89