Factors Associated with Academic Achievement in Children with Controlled Epilepsy |
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| Authors: | Williams Jane Phillips Tonya Griebel May L Sharp Gregory B Lange Bernadette Edgar Terence Simpson Pippa |
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| Institution: | 1. Department of Mathematics, The Islamia University of Baha walpur, Bahawalpur 63100, Pakistan;2. Department of Mathematics, Babe?–Bolyai University, 400084 Cluj-Napoca, Romania;1. Stichting Epilepsie Instellingen Nederland (SEIN), Heemstede, the Netherlands;2. Research Institute of Child Development and Education, University of Amsterdam, the Netherlands;3. NIHR University College London Hospitals, Biomedical Research Centre, UCL Institute of Neurology, Queen Square, London WC1N 3BG, UK;4. Chalfont Centre for Epilepsy, Chalfont St Peter, UK;5. Department of Genetics, University Medical Center Utrecht, the Netherlands;1. Neuropsychology Laboratory, Dell Children''s Medical Center of Central Texas, United States of America;2. Comprehensive Epilepsy Program, Dell Children''s Medical Center of Central Texas, United States of America;3. Department of Educational Psychology, The University of Texas at Austin, United States of America;4. Department of Neurology, Dell Medical School at The University of Texas at Austin, United States of America |
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| Abstract: | Children with epilepsy are at risk for academic underachievement. Multiple etiologies for this academic vulnerability have been suggested by past research including lower self-esteem, inattention, memory inefficiency, and lower socioeconomic status. The present study assessed 65 children (mean age = 10 years, 5 months) with well-controlled epilepsy on the four primary factors, as well as academic achievement and intelligence. A stepwise regression analysis was employed with academic achievement as the dependent variable and measures of self-esteem, attention, memory, and socioeconomic status as independent variables. When intelligence was controlled, attention was the only variable associated with achievement scores. Seizure variables including seizure type and duration of epilepsy were not associated with differences in academic performance. Findings support the importance of measuring attention skills in children with epilepsy and suggest that reduced auditory attention skills may be associated with decreased academic performance in these children. |
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