published_or_final_version / Paediatrics and Adolescent Medicine / Master / Master of Medical Sciences

No description available.

No description available.

The purpose of this study was to investigate the relationship between early and late age of seizure onset with the level of academic achievement for two groups of primary generalized epileptic children who were enrolled in the regular classroom setting, Furthermore, the study sought to determine if intelligence, spatial organization ability and sequencing ability influenced the level of achievement of these two groups.As per definition, the primary generalized epileptic children chosen for this study evidenced no focal electroencephalographic abnormality. The electroencephalographic patterns were bilateral, synchronous symmetrical spike and wave activity varying in frequency from two to six cycles per second. Subject selection was based primarily upon a neurologist's interpretation of the subject's electroencephalographic record.Subject selection was made from either a survey of 85 epileptic children within two Indiana school systems or from approximately 1,000 patients of an outpatient epileptic clinic. All subjects demonstrated right hand dominance and no one manifested any form of physical handicap or was diagnosed as having a primary emotional disturbance, The chronological age at time of testing ranged from nine years to 16 years 11 months, Also required was a Full Scale IQ greater than 70, as measured by standardized instruments of intelligence.The 61 subjects were divided into groups based upon the age of seizure onset, Group I consisted of 30 subjects whose age of seizure onset was birth to four years 11 months, inclusively and Group II consisted of 31 subjects whose age of seizure onset was six years to 15 years 11 months, inclusively. The age span specified for early age of seizure onset corresponded to interruption within the first half of the perceptual maturation span and the age span designated for late age of seizure onset involved interruption within the latter half of the perceptual maturation span and beyond.All subjects were administered equivalent test batteries. Achievement was determined by grade level scores obtained in reading recognition and arithmetic. The reading recognition grade level scores were obtained from either the Wide Range Achievement Test r Reading Subtest or the Woodcock Reading Mastery Tests - Word Identification Subtest. The arithmetic grade level scores were obtained from the Wide Range Achievement Test Arithmetic Subtest. The Wechsler Intelligence Scale for Children or the Wechsler Adult Intelligence Scale were used in assessing Full Scale IQ, Spatial organization was defined by the location scoreobtained from the Tactile Performance Test divided by the total number of stimulus blocks on the form-board. The difference i_n time scores obtained from Part B minus Part A of the Trail Making Test defined the sequencing ability score.In order to determine statistical significance between the dependent and independent variables simultaneously, a multivariate discriminant analysis of variance or analysis of covariance was applied, A .05 level of significance was set in testing the statistical significance of each null hypothesis.No significant differences were found between the two primary generalized epileptic groups for any of the hypotheses tested. Consequently, this research did not support the notion that primary generalized epileptics of early seizure onset perform significantly lower academically when compared with primary generalized epileptics of late seizure onset.. Even when Full Scale IQ, spatial organization ability and sequencing ability were assigned as covariates, no significant differences were found.From inspection of coefficients of the multiple correlation squared, results indicated that academic achievement was predicted as accurately from Full Scale IQ alone as when spatial organization ability and/or sequencing ability were used as additional predictors.

Thesis (Ph.D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 19, 2009) Vita. Includes bibliographical references.

Thesis (Ph. D.)--UCLA, 2008. / Vita. Includes bibliographical references.

The aim of the study was to investigate the neurobiological and psychosocial factors that influence neuropsychological test performance in children with epilepsy from a non-Western rural background. The sample comprised 100 children with tonic-clonic seizures and 100 children with simple partial seizures between the ages of eight to twelve years. A third group of 100 children with chronic renal problems was used as a comparison to control for the effects of having a chronic illness. The findings of the present study indicate that in the epilepsy groups, seizure variables such as the age of onset, frequency of seizures and duration of seizures have an impact on self-esteem, adjustment and NEPSY scores. However, psychosocial and emotional factors appear to have a greater impact than neurobiological variables on the measured neuropsychological domains (attention/executive, language, sensorymotor and learning/memory functions). These findings are consistent with the theoretical perspectives used, combining the view of Piaget (1955) that cognitive development proceeds as a result of the child’s own activities, with Luria’s (1973) model of brain functioning and the stance of Vygotsky (1978) that development is a socially mediated process. The findings regarding the influence of neurobiological and psychosocial factors on neuropsychological test performance in children with epilepsy from non-Western backgrounds are similar to those of Western studies. Epilepsy presents with unique problems relative to other chronic illnesses. The three groups are separated according to differences in psychosocial (maternal attitudes), emotional (adjustment and self-esteem) as well as neuropsychological functioning (attention/executive, language and visual-spatial skills). The renal group is characterised by the highest levels of psychosocial, emotional and neuropsychological functioning, while the simple partial seizure group have lower levels of psychosocial and emotional functioning, and the tonic-clonic seizure group have the lowest levels of neuropsychological functioning and adjustment. / Psychology / D.Litt et Phil. (Psychology)

Thesis (M. Phil.)--University of Sydney, 2009. / Title from title screen (viewed 21st September, 2009) Submitted in fulfilment of the requirements for the degree of Master of Philosophy to the Faculty of Education and Social Work, University of Sydney. Includes bibliographical references. Also available in print form.

The aim of the study was to investigate the neurobiological and psychosocial factors that influence neuropsychological test performance in children with epilepsy from a non-Western rural background. The sample comprised 100 children with tonic-clonic seizures and 100 children with simple partial seizures between the ages of eight to twelve years. A third group of 100 children with chronic renal problems was used as a comparison to control for the effects of having a chronic illness. The findings of the present study indicate that in the epilepsy groups, seizure variables such as the age of onset, frequency of seizures and duration of seizures have an impact on self-esteem, adjustment and NEPSY scores. However, psychosocial and emotional factors appear to have a greater impact than neurobiological variables on the measured neuropsychological domains (attention/executive, language, sensorymotor and learning/memory functions). These findings are consistent with the theoretical perspectives used, combining the view of Piaget (1955) that cognitive development proceeds as a result of the child’s own activities, with Luria’s (1973) model of brain functioning and the stance of Vygotsky (1978) that development is a socially mediated process. The findings regarding the influence of neurobiological and psychosocial factors on neuropsychological test performance in children with epilepsy from non-Western backgrounds are similar to those of Western studies. Epilepsy presents with unique problems relative to other chronic illnesses. The three groups are separated according to differences in psychosocial (maternal attitudes), emotional (adjustment and self-esteem) as well as neuropsychological functioning (attention/executive, language and visual-spatial skills). The renal group is characterised by the highest levels of psychosocial, emotional and neuropsychological functioning, while the simple partial seizure group have lower levels of psychosocial and emotional functioning, and the tonic-clonic seizure group have the lowest levels of neuropsychological functioning and adjustment. / Psychology / D.Litt et Phil. (Psychology)

The aim of this inquiry was to gain a deeper understanding of the hospitalisation of learners living with severe epilepsy. Much current research focuses on the attitudes and perceptions of teachers and relatively little has been done on learners with severe epilepsy and the kinds of support they require in a school setting. The latest policy document on inclusion, White Paper 6 of 2001 refers to support as essential in accommodating diversity. This involves the provision of supportive teaching and learning for all. Particularly in supporting learners with severe epilepsy, parents, teachers and all role players are regarded as important. From the literature review, it was evident that support for learners with epilepsy plays an important role in enhancing teaching and learning. It was also apparent that, where support is lacking, their learning abilities is negatively affected. This study therefore aims to examine the ways in which hospitalisation affects epileptics’ learning abilities and, consequently, the support they require as a result of their barriers to learning. This information may be used as a point of departure in the training of teachers, in order to facilitate support and promote the successful removal of barriers to learning. In order to achieve this goal, two focus group interviews were conducted with teachers and learners; furthermore, two individual interviews were also conducted with the hospital head sister attached to the school, and with the school principal. The main patterns of concern that emerged from the data related to the learners, teachers, parents and the policy of inclusive education. From the analysis of data, it was clear that hospitalisation impacts negatively on learning and that little or no support is provided. It would probably be advisable for the Department of Education, teachers, parents and hospital staff to take note of these results and concerns so that all role players can be trained in the provision of adequate support. Moreover, the Department of Education is urged to speed up the process of implementing the policy on curriculum adaptation, which will benefit all learners, including those with severe epilepsy. Collaborative working relationships between parents, teachers, learners, the hospital staff and other role-players must be characterised by warmth, love, perseverance, tolerance, acceptance and understanding. This working relationship should, at all times, provide the means for enabling learners to cope in the classroom. Parents, as partners in the education of learners, should be involved as classroom aides, and can be enlisted to visit learners who are hospitalized and to offer them support. The establishment of this commitment is a key element in supporting learners living with severe epilepsy. / Mrs. J.V. Fourie