Academic Achievement of Children with Epilepsy

The academic achievement scores of 122 children with epilepsy were examined in relation to demographic and clinical seizure variables. As a group, these children were making less academic progress than expected for their age and IQ level. Academic deficiencies were greatest in arithmetic, followed by spelling, reading, comprehension, and word recognition. Results of the multiple regression analyses indicated a modest combined predictive significance of the demographic and clinical seizure variables for academic performance. In addition, the magnitude of these relationships varied by academic area. Among the individual variables examined the strongest correlates of academic performance were age of the child, age of seizure onset, lifetime total seizure frequency, and presence of multiple seizures (absence and tonic-clonic). These results are discussed in relation to developing an understanding of the factors which underlie academic vulnerability in children with epilepsy.     

Patterns of math and reading achievement in children and adolescents with autism spectrum disorder

BackgroundThere has been an increase of autistic students without intellectual disabilities (autistic_WoID) placed in general education settings (Hussar et al., 2020), but there is a lack of understanding of how to best support classroom learning for these children. Previous research has pointed to subgroups of autistic_WoID children who display difficulty with mathematics and reading achievement (Chen et al., 2018; Estes et al., 2011; Jones et al., 2009; Wei et al., 2015). Research has primarily focused on symptomatology and communication factors related to learning in subgroups of autistic children. The current study sought to expand upon this research by assessing the validity of these previous studies and by investigating the specific contribution of domain-general cognitive abilities to differences in these subgroups.MethodSeventy-eight autistic_WoID individuals (M = 11.34 years, SD = 2.14) completed measures of mathematics and reading achievement, IQ, working memory, inferential thinking, and Theory of Mind (ToM). A hierarchical cluster analysis was performed on the math and reading measures.ResultsThe analysis revealed two unique achievement groups: one group that performed lower than expected on math and reading achievement and a second group that performed higher than expected. Groups differed significantly on IQ and working memory and were distinguished by performance on reading fluency. Groups did not differ on ToM, inferential thinking, or symptomatology.ConclusionThese findings describe a group of autistic_WoID individuals that may be more likely to experience difficulty learning, which should be accounted for in general education settings.     

Scholastic achievement among children enrolled in the Seychelles Child Development Study

The Seychelles Child Development Study is a longitudinal cohort study following a group of 779 children exposed prenatally to methyl mercury (MeHg) through a maternal diet high in fish. The cohort has been examined six times beginning in infancy with no consistent evidence of adverse effects. In fact, their performance resembles what would be expected from normal children of comparable ages growing up in western cultures. During a neurodevelopment assessment at 66 months, the children were tested for scholastic achievement using the Woodcock Johnson Tests of Achievement. Their reading scores were depressed relative to US norms while arithmetic scores were within normal limits. This disparity was not evident at 107 months; in fact, reading achievement scores far exceeded expected performance relative to US norms, with over 75% of the cohort obtaining scores at or above the 90th percentile. This study reports a secondary analysis of the scholastic achievement data to test the hypothesis that the results obtained in the primary analysis were probably due to the onset of the primary school curriculum between the first and second testing, and not to inherent cognitive deficits among the children at 66 months. The results suggest that a combination of reading instruction and characteristically consistent letter-sound relationships in Creole, the language spoken at home by the majority of Seychellois families, probably accounted for the high achievement scores at 107 months.     

Academic achievement of children with emotional disorders treated in a day hospital program: An outcome study

Reading, spelling, and arithmetic achievement of children treated in a day psychiatric hospital was examined over time. The results indicated that the majority of children fell in the average and above achievement group and progressed evenly over time. Almost none got worse and only a few made large gains. Organic impairment ratings appeared to distinguish the three performance groups within each subject area.This research was supported in part by an award from NIMH Grant No. 1 R03 MH40993-01A1 and from a grant from the Developmental Psychobiology Research Group Endowment Fund No. 1344, provided by the Grant Foundation. The authors would like to thank the staff members and children at the Day Care Center for their cooperation, and Nanci Avitable for her assistance in analyzing the data.     

影响初中生学习成绩的相关因素

目的：探讨影响初中生学习成绩的相关因素。方法：用儿童焦虑性情绪障碍筛查表（SCARED）、儿童抑郁障碍自评量表（DSRSC）、应对方式问卷、父母养育方式问卷（EMBU）对上海市杨浦区一所普通中学288名学生进行调查。结果：成绩优良组与普通组在性别、年龄、父母亲文化、家庭结构、经济条件、是否独生子女方面差异显著（P〈0．05或P〈0．01）。普通组与优良组在学校恐怖，焦虑、抑郁总分，应对方式、解决问题、自责、合理性，父母养育方式存在显著差异（P〈0．05或P〈0．01）。回归分析显示性别与年龄、解决问题、情感温暖和理解对学习成绩有影响（P〈0．01）。结论：影响初中生学习成绩的因素除了有智力因素外，还与家庭环境、性别、年龄、焦虑和抑郁情绪、应对方式、父母养育方式等心理社会因素密切相关。     

A study in the relationship between emotional stability,intellectual ability,academic attainment,personal contentment and vocational aspirations

ABSTRACT - This study investigated the relationship between ability, attainment and emotional stability, as measured by neuroticism, in underachieving, emotionally disturbed children. Forty children participated in four groups (mean age: 12.6, SD: 2.4; mean IQ: 103.3, SD: 13.6). Three experimental groups received different treatments in a therapeutic community, the fourth (control group) comprised children attending remedial units in mainstream education. For group 1 emphasis was on individualized education; for group 2 on psychological treatment and for group 3 on individualized education and psychological treatment combined. Pre- and post-experiment assessments were made on emotional stability, intelligence, reading, spelling and maths quotients, vocational aspirations and contentment with life. All the experimental groups showed significant improvements on all the criteria assessed. Group 3 improved most, P < 0.001 on all criteria except contentment and vocational aspirations (P < 0.01). The control group showed a deterioration over the experimental year on all criteria but mostly not at a significant level.     

Spatial memory alterations in children with epilepsy of genetic origin or unknown cause

Genetic generalised epilepsy or epilepsy of unknown cause can remit before adolescence. In many children, the disease does not interfere with their academic achievement. Although there are neuropsychological studies characterising the cognitive profile, there are no studies in this population focused on spatial orientation abilities. In this study, we compared children with genetic generalised epilepsy or epilepsy of unknown cause with a control group using a virtual spatial learning task. Children with epilepsy showed worse performance on the spatial orientation task, although their visuo‐spatial memory, attention, and working memory were normal. These results confirm that genetic generalised epilepsy or epilepsy of unknown cause is associated with more cognitive deficits. Virtual reality technologies can complement clinical assessment.     

The impact of childhood epilepsy on neurocognitive and behavioral performance: a prospective longitudinal study

PURPOSE: To assess neurocognitive and behavioral performance in children with idiopathic epilepsy (CWE, n = 74), their siblings without epilepsy (control, n = 23), and children with migraine (CWM, n = 13), and to identify medical factors related to learning or behavioral problems in CWE. METHODS: Subjects, ages 8-13 years with IQs of >/=80, completed a neurocognitive test battery annually for 相似文献   

The impact of including children with intellectual disability in general education classrooms on the academic achievement of their low-, average-, and high-achieving peers

Abstract

Background This study aimed at assessing the impact of including children with intellectual disability (ID) in general education classrooms with support on the academic achievement of their low-, average-, and high-achieving peers without disability.

Method A quasi-experimental study was conducted with an experimental group of 202 pupils from classrooms with an included child with mild or moderate ID, and a control group of 202 pupils from classrooms with no included children with special educational needs (matched pairs sample). The progress of these 2 groups in their academic achievement was compared over a period of 1 school year.

Results No significant difference was found in the progress of the low-, average-, or high-achieving pupils from classrooms with or without inclusion.

Conclusions The results suggest that including children with ID in primary general education classrooms with support does not have a negative impact on the progress of pupils without disability.