epilepsy for educators
DESCRIPTION
Brief overview of the potential cognitive consequences of epilepsy in school aged populationsTRANSCRIPT
Epilepsy
Thomas B. King, M. Ed.
Hospital Education Program
VCU Health Care System
Incidence
Incidence of Epilepsy
2,000,000 people in the United States have some form of epilepsy
30 %, or about 300,000 are under the age of 186/1000, or approximately 0.5 % to 1% of
children in the US are diagnosed with epilepsyLarge numbers of children may have undetected
or untreated epilepsy. (Epilepsy Foundation of America)
Incident Facts
Epilepsy is the most common CNS disorder affecting children
Between 5% and 10% of all children will have a seizure before the age of 20
Educational Implications
Most children with epilepsy test within the average range on IQ tests and will remain within the general educational setting
The majority of children with epilepsy will attend their neighborhood schools.
However, children with epilepsy are at increased risk for learning and behavioral challenges.
Hidden Epilepsy
BECTS “spectrum” (Rolandic epilepsy) About 8% of children with Rolandic
Discharges have epilepsy Most will have cognitive differences or
challenges IQ may not be affected
Problems faced at school
Learning Disabilities are common, but frequently overlooked co-morbid condition (Pellock, 1999 in print).
Almost 1/3 of children with epilepsy are also identified to have ADHD (Kanner, 2001)
Grade retention and special education identification are more common in children with epilepsy (Bailet & Turk, 200)
There is a higher rate of psychiatric disorders in children with epilepsy (Kanner, 2001).
Classification System of Seizures
Two “big” families Generalized seizures Partial seizures
Some Research Considerations
Children with BECTS may have abnormal processing of auditory information at a sensory level (J Neural Transm. 2006)
Significant delays in reading and numeracy and/or spelling ability found in a group of children with BECTS (Epileptic Disord 2006)
BECTS has been found to possibly be related to disruptions in language development with long-term consequences (Brain Lang. 2005)
More research considerations
Children studied had normal IQ’s but “showed inferior performance in the SPT more frequently than “healthy” controls.
Aspects of the epilepsy, such as the # of seizures, time since last seizure, and the # and lateralization of the spikes, showed no correlation with the neuropsychological tests (Arq Neuropsiquiatr 2007).
Temporal Focus
A study of 96 TLE patients found that: 47% were minimally impaired on a battery of
comprehensive neuropsychological tests 24% were memory impaired 29% were memory, executive, and speed
impaired (J Int Neuropsychol Soc. 2007)
Additional Temporal Lobe Epilepsy Findings
Children appear to be more affected than adult onset patients
There is a need to evaluate children with the diagnosis of TLE in the areas of language, memory, socioperceptive competence, and executive functions.
Early detection, and diagnosis is important for proper intervention (Epilepsia, 2006).
Classification system
Generalized seizures– Typical absence– Atypical absence– Myoclonic absence– Tonic (spasms)– Myoclonic– Myoclonic atonic seizures– Atonic seizures
Classification systemgeneralized convulsions
Tonic clonic Clonic atonic
Partial Epilepsy
Complex partial Simple partial These types of seizures are the most
common They can “secondarily generalize) Place kids at risk for subtle but significant
learning challenges Are also called “focal epilepsy.”
Reflex epilepsy
Visual stimuli – such as a flickering light, or pattern or other visual stimuli
Thinking about music Eating Reading Startle
Generalized status
Generalized tonic-clonic status Clonic status Absence status Tonic statusInternational League Against Epilepsy
…and finally
Focal status– Aura continua– Limbic status (psychomotor status)– Nocturnal status (such as Landau-Kleffner)
Partial Epilepsy
Simple Partial Seizures Complex Partial Seizures
“parts of a seizure”
Aura – may actually be a partial seizure Convulsive or non-convulsive event Post ictal stage
Inter-ictal phase
Between seizures (could be hours, days, weeks, years)
No seizure is noted, but abnormal brain activity persists
Another term might be “sub-clinical seizure” Causes Learning Disabilities or processing
disorders
Diagnostics
International classification system International 10 – 20 EEG electrode
placement
The Limbic System
Types of EEG
Routine – lasts about 30 minutes and misses some epilepsy.
Sleep deprived 24 hour EEG Epilepsy Monitoring – Requires a hospital
stay.
Factors that effect school performance
Age of onset The level of control Type of epilepsy Any related medical condition
More school related factors
Focal epilepsy tends to cause focal school difficulties
Generalized epilepsy tends to cause generalized school difficulties
Most forms of epilepsy will adversely affect processing speed, cognitive efficiency, memory, and academic fluency
intervention
Any child with epilepsy probably should have an evaluation of all affected processing systems
This should be done when the seizures are controlled, if possible
Academic assessment is usually NOT sensitive to early difficulties – processing assessment is
Intervention strategies
Intervention strategies are always based on COMPREHENSIVE assessment