Teachers’ ratings of the academic performance of children with epilepsy

Abstract

The present study examined how knowledge of children's seizure condition was related to teachers' assessment of the children's academic ability. Children with epilepsy were divided into two groups based on teacher awareness of the child's seizure condition (Label). The children's achievement was assessed using the Woodcock Johnson Tests of Achievement-Revised (WJ-R), and the teacher's ratings were obtained from the Child Behavior Checklist Teacher Report Form (TRF) (Source). A 2 (Source) × 2 (Label) mixed-design analysis of covariance (controlling for IQ and how well the teacher knew the child) found a significant interaction, F (1, 121) = 4.22, p = 0.04. For the WJ-R there was no effect of Label on Achievement, but on the TRF lower scores were observed for children who were labeled. These results support the hypothesis that some teachers might underestimate the academic abilities of children with epilepsy. KeywordsSeizures; Cognition; Child; School; Achievement 1.IntroductionChildren who have a disease or disability can be at a potential disadvantage in the classroom depending on the perceptions associated with the "labels" of their illnesses. Teachers might have a predetermined idea regarding the performance of labeled children, attributed to the perception the teachers hold in how children with a disease or disability differ from the societal norm [1,2]. Labeling might affect not only a teachers' perception of the students but also the perceptions that the children have of themselves. Children who are labeled could feel they are Corresponding Author: Jennifer M. Katzenstein, Psychology (LD 124), Indiana University Purdue University Indianapolis, 402 N. Blackford Street, Indianapolis, jkatzens@iupui.edu Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errorsmaybe discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. The present study examined how the label of having epilepsy or seizures is related to teachers' ratings of children's academic performance compared to the children's actual performance on a standardized measure of academic achievement. The independent variable was dichotomous (whether or not the teachers knew about the children's seizure condition). In addition, a second independent variable was the source of academic achievement data (teachers ratings vs. the children's test scores). The dependent variable was academic achievement scores, assessed through the two sources: teachers' report of the children's progress in school (teachers' source of academic evaluation) and the child's score on a standardized achievement test (child's source of academic evaluation). Using a 2 × 2 (Label × Source of Achievement) design, ...

Impact of Early School-Based Screening and Intervention Programs for ADHD on Children's Outcomes and Access to Services

“…The effects may be similar to other types of labeling, such as children regarded as having learning or neurodevelopmental difficulties, and may become perpetuated over time, resulting in lower adult expectations for the child and reduced access to opportunities. 32 For many children, there may also be mislabeling, with the identified attentional and hyperactivity problems mimicking or overshadowing other learning or behavioral difficulties that might be better addressed in their own right. However, our study does not illuminate how teachers assimilated the identification information and how this was used or possibly shared with parents.…”

Behavioral profiles of children with epilepsy: Parent and teacher reports of emotional, behavioral, and educational concerns on the BASC‐2

“…Dunn et al further discovered higher Total Behavior Problems scores in children with epilepsy who were being treated with an antiepileptic medication. Katzenstein, Fastenau, Dunn, and Austin (2007) discovered that simply having the label of epilepsy also influences teacher ratings. They found that children who were labeled as having epilepsy were more likely to have lower ratings of behavioral problems on the TRF.…”

Children with epilepsy: a review of the international literature using a quality of life lens

“…These impairments enhance learning difficulties (Elliot et al, 2005;Selassie et al, 2008;Williams, 2003), and negatively affect self-esteem (Caplan et al, 2006). Academic underachievement is also prominent among children with epilepsy (for example, Fastenau et al, 2008;Katzenstein, Fastenau, Dunn & Austin, 2007;Selassie et al, 2008;Wirrell et al, 2008) and is persistent over time (Austin et al, 1999). Difficulties in mathematics (Wirrell et al, 2008), spelling, writing, reading, reading comprehension (Aldenkamp et al, 2005;Berg et al, 2008;Moffat et al, 2009;Seidenberg, Beck, Geisser, Giordani, Sackellares, Berent, Dreifuss & Boll, 1986;Williams, 2003) and expressive language (Selassie et al, 2008) have been identified in the literature.…”