Factors Associated with Academic Achievement in Children with Controlled Epilepsy

Williams, Jane; Phillips, Tonya; Griebel, May L.; Sharp, Gregory B.; Lange, Bernadette; Edgar, Terence S.; Simpson, Pippa

doi:10.1006/ebeh.2001.0166

Cited by 80 publications

(44 citation statements)

References 26 publications

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“…Earlier studies have documented problems in academic performance of children and adolescents with epilepsy when compared with healthy children and adolescents or children with other chronic conditions (7–10). More recent studies (11–13) also found similar results.…”

supporting

confidence: 72%

School Performance of Nigerian Adolescents with Epilepsy

2006

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Summary: Purpose:The study assessed the school performance of Nigerian adolescents with epilepsy compared with healthy controls and examined the variables correlating with their academic difficulties.Methods: The school grades of adolescents with epilepsy aged 12 to 18 years (n = 73) over the past academic year were compared with the grades of their classmates of the same age and gender. Risk factors possibly associated with school performance, such as adolescent variables (age, gender, perceived stigma, attitude toward epilepsy, and psychopathology), seizure variables (age at onset of illness, years of illness, types of seizures, and frequency of seizures per month), drug variables [types of antiepileptic drugs (AEDs), number of AEDs and side effects of AEDs], and family variables (family's socioeconomic status, family functioning, caretakers' psychopathology, and caretakers' perceived stigma) were assessed. Results:The mean school grades of adolescents with epilepsy are significantly lower than are those of their healthy controls (p < 0.001) in all the subjects. The variables that significantly predict poor school performance in adolescents with epilepsy include psychopathology in the caretaker (p < 0.001), adolescents' perceived poor family functioning (p = 0.002), adolescents' attitude toward the illness (p = 0.001), adolescents' felt stigma (p = 0.002), externalizing symptoms in the adolescents (p = 0.004), and duration of illness (p = 0.024).Conclusions: The determinants of poor school performance in adolescents with epilepsy in Nigeria are multivariate, with psychosocial factors most important. These should be noted for early identification and screening of those children at greatest risk for academic failure and the greatest need for appropriate educational remediation services.

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confidence: 72%

School Performance of Nigerian Adolescents with Epilepsy

2006

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“…These functions undergo rapid developmental changes between infancy and youth and are important prerequisites for learning. Thus, global as well as specific cognitive deficits may critically affect the quality of life of children since these areas are of highest relevance for school performance [4,[6][7][8][9][10][11]. It remains unclear whether problems in patients with epilepsy are caused by the underlying etiology, by seizure semiology and/or frequency, by interictal activity in the electroencephalogram (EEG), or by negative side effects of antiepileptic drug (AED) treatment, and a multifactor explanation seems likely.…”

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confidence: 98%

Attention and executive functions in the early course of pediatric epilepsy

Reuner

Kadish

Doering

et al. 2016

Epilepsy & Behavior

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“…Some studies (Oostrom, Smeets-Schouten, Kruitwagen, Peters, & Jennekens-Schinkel, 2003) show that significant differences remain even when effects of cognitive function and LD are taken into consideration. However, others (Williams et al, 1996(Williams et al, , 2001 reported comparable academic achievement in the areas of reading, mathematics and grammar between CWE without LD or mental deficits and their peers.…”

mentioning

confidence: 85%