Tedrus Glória M A S, Fonseca Lineu C, Melo Elisa M V, Ximenes Valeria L
Department of Neurology, Pontificia Universidade Catolica de Campinas (PUC-Campinas), Av. John Boyd Dunlop, Campinas, Brazil.
Epilepsy Behav. 2009 Aug;15(4):486-90. doi: 10.1016/j.yebeh.2009.06.010. Epub 2009 Jul 23.
The relationship between educational problems and clinical/electroencephalographic aspects was assessed in 38 children with benign childhood epilepsy with centrotemporal spikes (BECTS). Children were assessed using the School Performance Test; questionnaires on learning difficulties administered to parents and teachers; the Wechsler Intelligence Scale for Children, Third Edition; and EEGs. Absolute and relative amplitudes in the classic bands (quantitative EEG) and characteristics of epileptiform activity on the EEG were examined. Educational problems were observed in 7 (18.4%) children with BECTS. In this subgroup, relative alpha amplitudes at the central and parietal electrodes were lower as compared with those of the BECTS subgroup with normal educational performance and a control group matched for age, gender, and socioeconomic status. The data indicated a possible relationship between alterations in background brain electrical activity and the tendency toward inferior educational performance in children with BECTS. This study suggested that quantitative EEGs are a possible physiological tool in the assessment of cognitive aspects in children with BECTS.
对38例患有儿童良性中央颞区棘波癫痫（BECTS）的儿童，评估其教育问题与临床/脑电图方面的关系。使用学业成绩测试对儿童进行评估；向家长和教师发放关于学习困难的问卷；使用韦氏儿童智力量表第三版；并进行脑电图检查。检查经典频段的绝对和相对振幅（定量脑电图）以及脑电图上癫痫样活动的特征。在7例（18.4%）BECTS儿童中观察到教育问题。在这个亚组中，与教育表现正常的BECTS亚组以及年龄、性别和社会经济地位相匹配的对照组相比，中央和顶叶电极处的相对α振幅较低。数据表明，BECTS儿童大脑背景电活动的改变与教育表现较差的倾向之间可能存在关联。这项研究表明，定量脑电图可能是评估BECTS儿童认知方面的一种生理工具。
