Untreated and unmanaged pediatric OSA has been linked with significant neurocognitive sequelae. The hypoxemia and hypercapnia
[37][58] that results from airway obstruction during sleep leads to oxidative stress and neuronal injury within the brain, particularly the hippocampus and cerebral cortex
[38][59]. Lesions within the frontal lobe white matter were found on MRI of the brain in children with OSA
[39][60]. Analysis of the cortical thickness using T-1-weighted MRI images as well as volumetric reconstructions of the subcortical structures in children with OSA suggested generalized cortical thinning within the medial orbital sulci
[40][61]. In addition, another study, albeit in adult patients with OSA, further localized the cortical thinning in OSA patients to the orbital gyri, dorsolateral or ventromedial prefrontal regions, pericentral gyri, cingulate, insula, inferior parietal lobule, uncus, and basolateral regions
[41][62]. Through analysis with memory tests, a higher number of respiratory arousals were noted not only in relation to cortical thinning of the anterior cingulare and inferior parietal lobule, but also longer apnea duration was related to cortical thinning of the dorsolateral prefrontal regions, pericentral gyri, and insula
[41][62]. Decreased activation in the inferior parietal lobe was also noted, and this finding appears to be associated with impaired sensory input and processing
[42][63]. Executive function, attention, and memory and learning are neurocognitive functions affected by OSA changes in the brain in adults
[43][64].
43.2. Problem Solving and Executive Function
OSA has been found to be associated with dysfunction in overall executive function in children. Executive function includes inhibition, problem solving, fluid reasoning, and mental flexibility
[42][63]. Inhibition is an all-encompassing term referring to deterring an automatic response to a stimulus. In patients with OSA, impaired inhibition is associated with poor impulse control. In children with untreated OSA, impairment in skills such as reading comprehension and mathematics was also reported
[43][64]. Fluid reasoning is the ability to analyze problems by taking information from established knowledge and forming new connections within the brain, and this is noted to be affected in children with untreated OSA. Mental flexibility is essential for the brain to shift from one cognitive strategy to another. Impairment of this function in untreated OSA leads to decreased mental sharpness. It is plausible that untreated OSA can result in deficits that could worsen in children through the critical developmental years and affect learning, long term academic potential and subsequent occupational abilities.
43.3. Attention
Impaired attention is found in OSA children. Studies assessing polysomnograms and MRIs suggest that attention and vigilance are prominent neurocognitive functions that are impaired in children with OSA
[44][65]. There are three components of attention, each of which can be compromised in patients with OSA. These include sustained attention, selective attention, and divided attention
[45][66]. Whether these are related to endothelial dysfunction, hypoxemia, or both is still unknown.
Sustained attention includes attention required over extended lengths of time. In children with OSA, issues with sustained attention required during school days while juggling multiple classes, subjects, and extracurricular activities have been reported. Many of these children are concurrently diagnosed with attention-deficit/hyperactivity disorder, which is a neurocognitive disorder associated with a spectrum of attention and/or behavioral issues
[46][67]. In those cases of complex patients, distinguishing between attention issues caused by ADHD versus those caused by OSA are difficult to delineate. Adequate treatment of pediatric OSA with concurrent ADHD treatment leads to improvements in behavior and attention
[43][64].
Selective attention refers to the ability to focus on one task for a period of time. The task of driving requires selective attention amongst other skills such as the brain receiving visuospatial information. Studies analyzing adults with OSA have shown an increased incidence in motor vehicle accidents in those affected with OSA
[46][67]. Further studies on the adolescent population are needed, especially many of whom driving is a new skill.
Lastly, the third component to attention is divided attention. Divided attention refers to the ability to be attentive to more than one stimulus at a time. When divided attention is impaired, individuals become overwhelmed with the filtering and processing of information. In children with OSA, impairment in this skill was reported
[47][68]. When these skills are impaired, academic and functional abilities in these children are compromised.
43.4. Memory
Memory is an important component of the learning process. Recall processes from memory allow the storage of material to be used later. In patients with OSA, particularly in children and adolescents who are in school, OSA may affect episodic memory. Episodic memory includes immediate and delayed recall of events and experiences
[48][69]. Two subcategories of episodic memory include visual and verbal components, including recalling of images and factual details
[48][69]. Pediatric patients with OSA are more likely to have issues with visual and verbal episodic memory in not only the short-term recall, but also the long-term recall as well. It is important to note that increased hypoxemia and hypercapnia, decreased sleep quality, and increased obesity with its consequences are all factors that can impede the ability to recall and store new and old memories in children. Aside from its impact on memory required for general academics, OSA also had an impact on overall intelligence. Sleep deprivation from poor quality of sleep from OSA may worsen these impairments. Sleep deprivation from societal expectations or comorbid insomnia may further potentiate the sequelae.
43.5. School Performance
Obstructive sleep apnea affects problem solving, attention, and memory, and this ultimately causes repercussions in school performance. The foundation of knowledge and skills learned through school relies on children and adolescents to not only have these important neurocognitive skills, but also to use these skills to the best of the students’ abilities. When these factors become compromised due to OSA, this leads to worsening of school performance.
Two treatment modalities of OSA and its subsequent effects on school performance have been reported. The first is tonsillectomy and adenoidectomy, which is the first line of treatment in the pediatric OSA population
[49][70]. A meta-analysis conducted in 2017 evaluated neurocognitive effects in children with OSA post-tonsillectomy and -adenoidectomy
[50][71]. Subsequent neuropsychological testing conducted within these studies found improvements in patients’ executive function, attention, and memory and learning
[50][71]. This allowed the students to not only improve their academic performance and use of class-time effectively, but also to improve their relationships with their teachers. Another study assessed outcomes of tonsillectomies and adenoidectomies for twelve months in preschool-aged children.
HResults from this study, however, did not find any treatment-attributable improvement in neurocognitive function in these patients
[51][72]. One limitation of generalizing
this
isolated study is that it only evaluated patients with mild OSA. The second treatment modality of OSA is CPAP
[52][73]. A meta-analysis evaluated 19 studies assessing neurocognitive function before and after CPAP management in adult OSA patients. Compared to pre-treatment patients, post-treatment patients were found to have improvement in neurocognitive domains of fluid reasoning, updating, inhibition, generativity, and shifting
[52][73]. Moreover, another adult study correlated improvements in aspects of neurocognitive performance, including verbal fluency and working memory following oral appliance of consistent CPAP therapy
[53][74]. The data on the effects on neurocognitive improvements with current treatment modalities in children are still lacking and will require further studies.