Objective To explore the cognitive function and behavioral problems in school-age children with ventricular septal defect (VSD) after transcatheter intervention.Methods Patients who underwent trans-catheter closure of ventricular septal defect at Provincial Hospital Affiliated to Shandong University between January 2010 and December 2012,were recruited and received a day-long series of assessments,including ERP and CBCL (parents report).Results Compared with healthy controls,the mean P300 latencies in Fz and Cz leads were longer,and the P300 amplitude in Fz and Cz leads were lower in VSD patients.The subscale scores of depression,somatic problems and internalizing were higher in the VSD boys.The subscale scores of depression,compulsory,social withdrawal and rule-broking behavior were higher in the VSD girls.For VSD boys with depression,the mean P300 latencies was longer and the P300 amplitude was lower in Cz leads.For VSD boys with somatic problems,the mean P300 latencies was longer in Fz leads.For VSD girls with depression,the mean P300 latencies was longer and the P300 amplitude was lower in Cz leads.For VSD girls with compulsory,the P300 amplitude was lower in Fz leads.For VSD girls with social withdrawal,the mean P300 latencies was longer in Fz leads.For VSD girls with rule-broking behavior,the P300 amplitude was lower in Cz leads.Conclusion School-aged children who underwent transcatheter occlusion of ventricular septal defect exhibit some behavioral problems which were related with abnormal event related potentials.
Key words
ventricular septal defect /
school-aged children /
event related potentials /
behavioral problem
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