FACTORS ASSOCIATED WITH ACADEMIC ACHIEVEMENT IN CHILDREN WITH RECENT-ONSET SEIZURES
Abstract number :
2.278
Submission category :
Year :
2002
Submission ID :
2700
Source :
www.aesnet.org
Presentation date :
12/7/2002 12:00:00 AM
Published date :
Dec 1, 2002, 06:00 AM
Authors :
Angela M. McNelis, Joan K. Austin, Thomas J. Huberty, David W. Dunn. Environments for Health, Indiana University School of Nursing, Indianapolis, IN; Department of Counseling and Educational Psychology, Indiana University School of Education, Bloomington,
RATIONALE: Children with epilepsy are at great risk for learning and academic achievement problems in school. Studies of children with chronic epilepsy have not discerned the causes for these problems. Moreover, no previous studies have investigated factors associated with academic achievement in children with recent-onset seizures to examine when and where academic problems arise. This unique sample of children with recent-onset seizures provides important data to examine academic functioning during the initial period following the onset of the seizure condition and the progression of problems. The purpose of this study was to identify factors related to academic achievement in children with recent-onset seizures. At the end of this activity the participants should be able to identify factors associated with academic achievement in children with recent-onset seizures.
METHODS: Baseline data were collected from parents, children, and teachers within six weeks of the child having a first recognized seizure and then again approximately 12 months later. Subjects were 109 children with new-onset seizures, their mothers and their teachers. Data were analyzed using multiple regressions to predict academic achievement (Teacher Rating of Performance and Total Battery scores).
RESULTS: Regression results showed that parent expectations, child adaptive competency, externalizing behavior, and teacher expectations accounted for a significant amount of the variance in Teacher Rating of Performance (Adjusted R2 = .599) and SES, parent expectations, and child adaptive competency accounted for a significant amount of the variance in Total Battery scores (Adjusted R2 = .734).
CONCLUSIONS: The most critical finding was that psychosocial variables (parent expectations, child adaptive competency, externalizing behavior, teacher expectations, SES) were more strongly associated with academic achievement than seizure variables, which suggests that when a child is having problems in school, psychosocial factors in addition to factors related to the seizures must be clinically assessed. Identification of the factors associated with academic achievement in children early in the course of the disorder will enable development and implementation of appropriate interventions at a time when they can have the greatest impact.
[Supported by: NS22416.]