Poster #21 - Academic Impairments in Children with Neurofibromatosis Type 1: A Systematic Review and Meta-Analysis

• In Event: Poster Session 01

Abstract

Neurofibromatosis type 1 (NF1) is a rare disorder affecting approximately1:3500 individuals worldwide (McClatchey, 2007). Learning difficulties are common manifestations of NF1 (Hyman et al., 2006; Vogel et al., 2017). A great number of learning disabilities appear in 30%-65% of children with NF1 (Al-Farsi et al., 2022). Although there is a considerable number of studies on academic impairments in children with NF1, these studies often shown inconsistent findings, which are likely due to variations in study and sample characteristics. Concerns from NF1 children’s parents and the need for monitoring and support at school also ask for better understanding of academic impairments in children with NF1 (Crow et al., 2022; Lehtonen et al., 2015). However, there is a lack of a systematic review or meta-analysis on this critical issue. To fill this gap, the current study will conduct a systematic review and meta-analysis with two aims: 1) determine group differences in academic achievement (math, reading, and writing) between the NF1 group and the control/normative group, 2) explore moderators of the group differences. Additionally, a qualitative review will be conducted to summarize prior findings on predictors of academic achievement (e.g., executive function) in children with NF1.

This study will use data from a larger meta-analysis project on the neurobehavioral functions of individuals with NF1. Systematic literature searches have been conducted in Scopus, PsycINFO, Web of Science, ProQuest, PubMed, and Medline. Search terms included a combination of NF1 terms (e.g., neurofibromatosis type 1, NF1) and academic terms (e.g., math, reading, and writing). The appendix includes a complete search terms and inclusion criteria. At least two authors will code all papers with an expectation of interrater correlation above .80. It is estimated that approximately 64 studies meet the criteria for the study.

Hedges’ g for group differences in academic achievement between the NF1 and the control /normative groups will be calculated for each study. Dependent effect sizes will be estimated with a robust standard error (Hedges et al., 2010). Publication bias will be evaluated to examine whether it affects the mean effect size using three approaches: a) funnel plots with Egger’s tests (Sterne & Egger, 2001), b) trim-and-fill analyses (Duval & Tweedie, 2000), c) meta-regression analyses examining whether effect sizes differed by published versus unpublished studies. We will use meta-regression with mixed-effects models to discover potential moderators of group differences in academic achievement (Card, 2011). Seven moderators will be tested, including both five sample characteristics and two study characteristics.

Based on prior research, we expect that children with NF1 will experience more academic impairments than the control/normative group. Larger gaps in academic achievement between the two groups could be associated with younger (vs older) children, lower IQ, lower parental education, a higher percentage of parental NF1 status, and more NF1-related disease complications.

The current systematic review and meta-analysis study will provide important information regarding academic impairments in children with NF1. Findings will benefit the development of individualized education/intervention plans. Limitations/gaps in the existing literature will be discussed and recommendations for future research will be suggested.

Authors

• Xian Wu
  Presenting Author

• Sara Yamini

• Dan Liu, Florida State University

• Hossein Dabiriyan Tehrani

• Yang Hou, Florida State University