Translational pediatrics · 2026
Assessment of child-parent dyads' health-related quality of life in learning disorder care: a cross-sectional study in eastern China.
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Sun Lidan, Guan Lejing, Gao Meiying, Fan Xiaorui, Li Fangfang, Shen Ying, Wang Xia, Chen Weijun, Bai Guannan
Аннотация
BACKGROUND: Learning difficulties, often stemming from neurodevelopmental disorders such as attention deficit hyperactivity disorder (ADHD), learning disabilities (LD), and intellectual disabilities (ID), profoundly impact children's academic performance and family well-being, particularly in highly competitive societies like China. Therefore, we aimed to compare multidimensional health-related quality of life (HRQoL; physical, emotional, social, school functioning) of children across four learning difficulty diagnostic subgroups (ADHD-only, LD-only, ID-only, ADHD + LD); as well as the HRQoL of their caregivers.
METHODS: Four hundred and ninety-two child-parent dyads were included in this questionnaire-based study. HRQoL of children was measured by proxy-reported Pediatric Quality of Life Inventory (PedsQL) Generic Core Module (GCM), and parents' HRQoL was measured by PedsQL Family Impact Module (FIM). Independent t-tests compared the mean PedsQL GCM and FIM scores (total and scales) between each clinical group and healthy controls. The clinical relevance of group differences was evaluated using Cohen's d effect size. Furthermore, we applied general linear models (GLMs) to examine differences in scale and total scores between each clinical group (ADHD, LD, ID, and ADHD + LD) and healthy controls, adjusting for covariates.
RESULTS: The median age of children was 8.8 years, and the majority were boys (71.5%). Children in the clinical groups-ADHD, LD, ID, and ADHD + LD-exhibit significantly lower HRQoL scale scores and total scores in both children and their caregivers compared to healthy controls. The pattern of HRQoL impairments differs across these clinical groups.
CONCLUSIONS: This study demonstrates the profiles of HRQoL in children with ADHD, LD, ID, ADHD + LD, as well as HRQoL patterns of their parents in a clinical sample in China. Our findings advocate for attention on children with learning difficulties in both public health agendas and clinical practice to address both child development and caregiver well-being.
METHODS: Four hundred and ninety-two child-parent dyads were included in this questionnaire-based study. HRQoL of children was measured by proxy-reported Pediatric Quality of Life Inventory (PedsQL) Generic Core Module (GCM), and parents' HRQoL was measured by PedsQL Family Impact Module (FIM). Independent t-tests compared the mean PedsQL GCM and FIM scores (total and scales) between each clinical group and healthy controls. The clinical relevance of group differences was evaluated using Cohen's d effect size. Furthermore, we applied general linear models (GLMs) to examine differences in scale and total scores between each clinical group (ADHD, LD, ID, and ADHD + LD) and healthy controls, adjusting for covariates.
RESULTS: The median age of children was 8.8 years, and the majority were boys (71.5%). Children in the clinical groups-ADHD, LD, ID, and ADHD + LD-exhibit significantly lower HRQoL scale scores and total scores in both children and their caregivers compared to healthy controls. The pattern of HRQoL impairments differs across these clinical groups.
CONCLUSIONS: This study demonstrates the profiles of HRQoL in children with ADHD, LD, ID, ADHD + LD, as well as HRQoL patterns of their parents in a clinical sample in China. Our findings advocate for attention on children with learning difficulties in both public health agendas and clinical practice to address both child development and caregiver well-being.