Mitchell W G, Chavez J M, Lee H, Guzman B L
Department of Pediatrics, Childrens Hospital of Los Angeles, CA 90054.
J Child Neurol. 1991 Jan;6(1):65-72. doi: 10.1177/088307389100600114.
Academic achievement was studied in 78 children with epilepsy, ages 5 to 13 years, to determine how seizures, treatment of seizures, and sociocultural factors influence academic achievement. Cognitive abilities were assessed with either the McCarthy Scales of Children's Abilities or the Wechsler Intelligence Scale for Children--Revised. Achievement was measured with the Peabody Individual Achievement Tests. Achievement scores were corrected for cognitive ability (IQ), and underachievement was defined as achievement score 1/2 standard deviation or more below IQ. Information regarding seizure history (severity, duration) and treatment with anticonvulsant drugs was obtained. In addition, the family was extensively interviewed regarding the child's environment, behavior, and demographic background. The Home Observation for Measurement of the Environment (HOME) scale was completed on a home visit. Underachievement was frequent, ranging from 16% (Reading Recognition) to 50% (General Knowledge), but there was no relationship between severity or duration of seizure disorder or total exposure to anticonvulsant medications and achievement. Major determinants of achievement included subscales of the HOME scale, age (older children more likely to be underachieving), and parental education. An equal proportion of newly diagnosed and/or untreated subjects were underachieving compared to those with longstanding epilepsy and anticonvulsant drug treatment.
对78名5至13岁的癫痫儿童的学业成绩进行了研究，以确定癫痫发作、癫痫治疗以及社会文化因素如何影响学业成绩。认知能力通过麦卡锡儿童能力量表或韦氏儿童智力量表修订版进行评估。学业成绩用皮博迪个人成就测验来衡量。根据认知能力（智商）对成绩分数进行校正，学业成绩不良被定义为成绩分数比智商低1/2个标准差或更多。获取了有关癫痫发作史（严重程度、持续时间）和抗惊厥药物治疗的信息。此外，还就孩子的环境、行为和人口统计学背景对其家庭进行了广泛访谈。在一次家访中完成了家庭环境观察量表（HOME）的填写。学业成绩不良很常见，范围从16%（阅读识别）到50%（常识），但癫痫发作障碍的严重程度或持续时间以及抗惊厥药物治疗的总时长与学业成绩之间没有关联。学业成绩主要的决定因素包括家庭环境观察量表的子量表、年龄（年龄较大的儿童更有可能学业成绩不良）以及父母的教育程度。与患有长期癫痫并接受抗惊厥药物治疗的儿童相比，新诊断和/或未接受治疗的儿童学业成绩不良的比例相同。
