Spelling errors made by children with mild epilepsy: writing-to-dictation

Patterns of academic competence in adults with epilepsy: a cluster analytic study

Cluster analysis was used in the attempt to derive a meaningful taxonomy of academic competence in 117 adults with temporal lobe epilepsy. Reading, spelling and arithmetic achievement scores from the Wide Range Achievement Test-Revised were subjected to hierarchical complete linkage cluster analysis, and the stability of the obtained solution was examined by the application of two additional clustering procedures. A six cluster solution was obtained, and tests of internal validity showed membership in four of the clusters to be extremely stable (Moderate and Marked Reading/Spelling Underachievement, Above Average Achievement, Reading/Arithmetic Underachievement), while the remaining two clusters showed some exchange of cases (Arithmetic Underachievement, Average Achievement). Modest evidence of external validity was found through the comparison of specific clusters to the Average Achievement group on measures of neuropsychological function, neurological and demographic characteristics. It is concluded that cluster analysis may be helpful in developing taxonomies of psychosocial impairment in epilepsy, and may facilitate an understanding of the determinants of variable quality of life outcomes associated with epilepsy.

Idiopathic epilepsy and school achievement

Forty one children (20 boys, 21 girls) aged 6-10.8 years (mean age 8.6 years) who were affected with idiopathic epilepsy underwent neuropsychological (Wechsler Intelligence Scale for Children, Bender test) and behavioural assessment (Personality Inventory for Children; this was also used in a matched control group). Further information was obtained by teachers' reports. School underachievement occurred in 25 children (61%). Statistical analysis showed no influence of sex, social background, age of onset, seizure type, duration of illness, features seen on electroencephalography, and treatment. School failure was due to poor performance in almost all academic fields, and was associated with higher visuomotor impairment; children showing good school performance had a higher mean IQ and less visuomotor impairment. The behaviour of children with epilepsy who had a good academic performance did not differ from that of their healthy peers. Emotional maladjustment (social skill impairment, depression, poor motivation, and low self esteem) was associated with poor school performance. Such problems, that may complicate the course of idiopathic epilepsy and require an appropriate educational programme, should be carefully considered by the clinician.

Cognitive performance in learning disabled children with and without epilepsy

Cognitive functioning and educational achievement were examined in learning disabled children with epilepsy (n = 65) and without epilepsy (n = 122) in order to explore whether children with epilepsy show unique types of learning problems, different from those in other learning disabled children. The learning disabled children with epilepsy tended to perform better on tests of verbal intelligence, certain achievement-related abilities and were better in one area of academic achievement, i.e. spelling. Despite their superior performance in these areas, the learning disabled children with epilepsy were slower than those without epilepsy and regular education controls (n = 100) on simple auditory and visual reaction tasks as well as on a multiple decision reaction task and a visual searching task. The results obtained with the school achievement tasks provide no clear evidence for specific types of learning impairment in children with epilepsy. Learning disabled children with epilepsy do not appear to have educational needs different from those of other learning disabled children.

Neuropsychological aspects of learning disabilities in epilepsy

Cognitive impairment is regarded as the link between epileptic conditions and the inability to learn in school. The neuropsychological approach to learning disabilities in epilepsy, therefore, first concentrates on analyzing the differential effects of epileptic factors on cognitive function. The impact of seizure activity, localization of epileptogenic foci, and antiepileptic treatment on cognitive functioning can be evaluated based upon the results of continuous assessment with a computerized neuropsychological test system. Second, learning disabilities may be evaluated on observations made during classroom performance. Three issues seem to predominate in learning studies among disabled children with epilepsy: test-retest variability, deterioration, and the supposed specificity of the learning disabilities.

Test-retest variability in children with epilepsy--a comparison of WISC-R profiles

Reports of test-retest variability appear recurrently in relation to epilepsy. To date, the amount of information available on the stability of cognitive profiles over a number of years is limited. In this study, 45 children were assessed, using the Wechsler Intelligence Test for Children - Revised (WISC-R). The children were retested after a period of at least 2 years. A group of 20 children was tested 3 times. The average follow-up period was 4.2 years. Although most subjects in our sample had a high seizure frequency and continued to have their seizures during the period of follow-up, a marked stability of cognitive profiles is found over a period of time. These profiles show low scores for the subtests Information, Coding, Digit Span, Vocabulary and resemble profiles reported in other studies on subjects with intractable epilepsies.

Performances of multiple sclerosis patients in tasks requiring language and visuoconstruction. Assessment of outpatients in quiescent disease stages

In a group of 39 multiple sclerosis (MS) patients with at least average intelligence quotients (IQ), performances were examined in tests requiring language usage and figure copying. Numbers of correct, digressive and erroneous responses were analysed and compared with those obtained in 24 healthy volunteers, matched to the patients group for socio-economic status. The examined specific tasks yielded no additional contribution to the prevalence estimation of cognitive deterioration (18%), as based on an assessment of general intelligence. Linguistic or cognitive-constructional problems were no more severe or more frequent in MS patients than those in control subjects. Upon writing or copying figures, pencil stroke and pencil pressure were deficient. Speed of reading aloud and of colour naming was decreased in the MS group, the most probable explanation being impaired control of the phonatory apparatus, oculomotor problems or weakness of colour vision. Decreases in speed of performance are not necessarily of cognitive origin. Differences between the present and previous reports based on similar tasks, appear to be connected partly with differences in patient selection. Of the present group, all MS patients were in quiescent disease stages, depression was mild or absent and physical handicap was less than in most studies reporting definite specific deficits.