A Study of Children with Epilepsy Attending Ordinary Schools. I: Their Seizure Patterns, Progress and Behaviour in School

Holdsworth, Leonard; Whitmore, Kristyn

doi:10.1111/j.1469-8749.1974.tb03395.x

Cited by 163 publications

(29 citation statements)

References 8 publications

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“…It confirms that age at onset and seizure frequency are associated with poor outcome (Holdsworth and Whitmore 1974, Stores and Hart 1976, O'Leary et al 1981. However, these factors are no more significant when the effect of the epileptic syndrome was taken into account.…”

Section: Discussionsupporting

confidence: 60%

Epileptic syndromes, cognitive assessment and school placement: a study of 251 children

Bulteau¹,

Jambaqué²,

Viguier³

et al. 2000

Develop Med Child Neuro

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Two-hundred and fifty-one children (98 girls and 153 boys, aged from 3 to 17 years) with documented diagnosis of epileptic syndrome, IQ measurement, and information on school placement were included in this retrospective study. The relations between these three parameters as well as effects of age at onset and duration of epilepsy, seizure frequency, and number of antiepileptic drugs (AEDs) were analysed. Both IQ and schooling were univariately related to epileptic syndrome, age at onset and duration of epilepsy, and number of AEDs; seizure frequency was related to IQ but not to school placement. Multiple regression showed that IQ was independently related to epileptic syndrome and AED; multiple logistic regression showed that type of school (mainstream versus adapted or special) was independently related to IQ and AED. Children with idiopathic generalised or with localisation-related epilepsy had higher IQ scores and higher probability of mainstream schooling than those with symptomatic or cryptogenic generalised epilepsies or epileptic syndromes which were undetermined. Subtests profile of intelligence scale in localisation-related epilepsies showed different specific cognitive deficits, according to the location of the epileptic focus.

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Section: Discussionsupporting

confidence: 60%

Epileptic syndromes, cognitive assessment and school placement: a study of 251 children

Bulteau¹,

Jambaqué²,

Viguier³

et al. 2000

Develop Med Child Neuro

View full text Add to dashboard Cite

show abstract

“…Early age of onset was associated with lower academic achievement in two studies (Schoenfeld et al, 1999;Zelnik et al, 2001), but most studies failed to find an association (Bailet & Turk, 2000;Hartlage & Green, 1972;Holdsworth & Whitmore, 1974;Huberty et al, 1992b;Mitchell et al, 1991;Sturniolo & Galletti, 1994;Williams et al, 1996). Similar (and highly related) to age of onset, a longer duration of the disorder has been associated with lower achievement in several studies (Farwell et al, 1985;Seidenberg et al, 1986;Seidenberg et al, 1988) but not in others (Mitchell et al, 1991;Sturniolo & Galletti, 1994).…”

Section: Seizure Variables Related To Achievementmentioning

confidence: 99%

“…Outcome measures in those studies included grades repeated (Bailet & Turk, 2000;Pazzaglia & Frank-Pazzaglia, 1976; Schouten, Oostrom, Pestman, Peters, & JennekensSchinkel, 2002), placement in special education classrooms or schools (Bailet & Turk, 2000;Bulteau et al, 2000;Pazzaglia & Frank-Pazzaglia, 1976;Schouten et al, 2002;Zelnik, Sa'adi, Silman-Stolar, & Goikhman, 2001), teacher judgments (Holdsworth & Whitmore, 1974;Sturniolo & Galletti, 1994), teacher ratings (Croona et al, 1999;Huberty, Austin, Huster, & Dunn, 2000;Huberty, Austin, Risinger, & McNelis, 1992a, 1992b, and absence from school (Fowler et al, 1985;Westbrook et al, 1991). Even studies that used psychometric achievement tests, though informative for other research questions, did not lend themselves to the goal of defining the proportion of children with epilepsy who met current criteria for LD and low achievement.…”

Section: Limitations In Past Research On Children With Epilepsymentioning

confidence: 99%

“…Hermann, Whitman, and Dell (1989) reported that academic achievement was lower for children on polytherapy versus monotherapy, but this was based on parent ratings of achievement, not standardized testing, and was observed only in boys. Also, high blood levels of one medication were associated with declines in general cognitive abilities in one study (e.g., Rodin et al, 1986).Seizure type and epileptic syndrome have not been significantly related to achievement in most studies of children without mental retardation (Bailet & Turk, 2000;Hartlage & Green, 1972;Holdsworth & Whitmore, 1974;Huberty et al, 1992b;Mitchell et al, 1991;Sturniolo & Galletti, 1994;Williams et al, 1996). However, all three studies that have observed relationships with epileptic syndrome reported higher rates of learning problems in children with partial epilepsy (which is most often of symptomatic etiology) compared to generalized epilepsy (Stores & Hart, 1976) and in lesional/symptomatic syndromes compared to idiopathic or cryptogenic syndromes (Sillanpää, 2004;Zelnik et al, 2001).…”

mentioning

confidence: 99%

“…However, all three studies that have observed relationships with epileptic syndrome reported higher rates of learning problems in children with partial epilepsy (which is most often of symptomatic etiology) compared to generalized epilepsy (Stores & Hart, 1976) and in lesional/symptomatic syndromes compared to idiopathic or cryptogenic syndromes (Sillanpää, 2004;Zelnik et al, 2001). Other variables have failed to show strong relationships with academic achievement, including seizure frequency (Bailet & Turk, 2000;Hartlage & Green, 1972;Holdsworth & Whitmore, 1974;Huberty et al, 1992b;Mitchell et al, 1991;Schoenfeld et al, 1999) and hemisphere of seizure focus (Camfield et al, 1984;Schoenfeld et al, 1999). Seizure severity has been measured using a few different combinations of ratings of other seizure variables.…”

mentioning

confidence: 99%

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Academic Underachievement Among Children With Epilepsy

et al. 2008

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This study assessed rates of learning disabilities (LD) by several psychometric definitions in children with epilepsy and identified risk factors. Participants (N = 173, ages 8-15 years) completed IQ screening, academic achievement testing, and structured interviews. Children with significant head injury, chronic physical conditions, or mental retardation were excluded. Using an IQ-achievement discrepancy definition, 48% exceeded the cutoff for LD in at least one academic area; using lowachievement definitions, 41% to 62% exceeded cutoffs in at least one academic area. Younger children with generalized nonabsence seizures were at increased risk for math LD using the IQachievement discrepancy definition; age of seizure onset and attention-deficit/hyperactivity disorder (ADHD) were risk factors for reading and math LD using low-achievement definitions. Writing was the most common domain affected, but neither ADHD nor seizure variables reliably identified children at risk for writing LD. Although children with earlier seizure onset, generalized nonabsence seizures, and comorbid ADHD appear to be at increased risk for some types of LD by some definitions, these findings largely suggest that all children with epilepsy should be considered vulnerable to LD. A diagnosis of epilepsy (even with controlled seizures and less severe seizure types) should provide sufficient cause to screen school-age children for LD and comorbid ADHD. Keywords underachievement; epilepsy; IQ-acheivement discrepancies; writing; seizures assessment identification; attention-deficit/hyperactivity disorder (ADHD) One percent of children will develop epilepsy by 20 years of age (Hauser, 1994). Children with epilepsy are at greater risk for academic difficulties compared to healthy children and compared to those with many other chronic illnesses of childhood (Austin, Huberty, Huster, & Dunn, 1998;Fowler, Johnson, & Atkinson, 1985;Westbrook, Silver, Coupey, & Shinnar, 1991). Furthermore, children with epilepsy are less successful than their peers without epilepsy at obtaining gainful employment as adults (Dodrill & Clemmons, 1984;Sillanpää, Jalava, Kaleva, & Shinnar, 1998). Although many studies have documented that children with epilepsy tend to have difficulties in school, it is unclear how many of these children would meet criteria for learning disabilities (LD) or for obtaining services. NIH Public Access LD ScreeningWith the implementation of the Education for All Handicapped Children Act of 1975, the U.S. Office of Education provided an operational definition of LD that required a "severe discrepancy between achievement and intellectual ability in one or more … areas" of achievement (Assistance to States for Education of Handicapped Children: Procedures for Evaluating Specific Learning Disabilities, 1977). The stipulation of a severe discrepancy between achievement and IQ was retained in the Individuals with Disabilities Education Act (IDEA) amendments of 1997. The majority of state definitions have included a discrepancy criterion fo...

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The measurement and diagnostic utility of intrasubtest scatter in pediatric neuropsychology

2000

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A Study of Children with Epilepsy Attending Ordinary Schools. I: Their Seizure Patterns, Progress and Behaviour in School

Cited by 163 publications

References 8 publications

Epileptic syndromes, cognitive assessment and school placement: a study of 251 children

Epileptic syndromes, cognitive assessment and school placement: a study of 251 children

Academic Underachievement Among Children With Epilepsy

The measurement and diagnostic utility of intrasubtest scatter in pediatric neuropsychology

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