ABSTRACT
Although qualitative descriptions of scholastic and behavioral difficulties asso-
ciated with sleep-disordered breathing (SDB) in children date back over a cen-
tury (1), it has only been in the past three decades that reproducible, objective
measures have been used to document this association. Since then, interest in
the cognitive, behavioral, and scholastic outcomes of children with SDB has
increased nearly exponentially, both broadly and in pediatric-focused journals
(Fig. 1), with the number of articles published in the past few years rivaling or
exceeding the volume that had been cumulatively published before. The products
of this exciting, cross-disciplinary research expansion can, however, be mis-
leading if professionals from one discipline do not have a good understanding
of the other. The goal of this chapter is to contribute to that understanding, acting
as a primer for nonpsychologists who wish to understand the daytime outcomes
of children with SDB, and a focused refresher for psychologists who may not be
immersed in neurobehavioral assessment on a regular basis.
