Prasad A N, Corbett B
Western University, Canada; Schulich School of Medicine and Dentistry, Canada; London Health Sciences Centre, Canada.
Western University, Canada; Ivey School of Business, Western University, Canada; Rajamangala University of Technology Thanyaburi, Bangkok, Thailand.
Epilepsy Res. 2016 Dec;128:119-125. doi: 10.1016/j.eplepsyres.2016.10.019. Epub 2016 Nov 3.
The purpose of this study was to use data from a population-based survey to evaluate the association between childhood epilepsy and social outcomes through tests of mathematics skills, and sense of general self-esteem (GSS).
Using data from Cycles 1 to 8 of the National Longitudinal Survey of Children and Youth (NLSCY), Hierarchical linear modeling (HLM) was used to compare baseline math scores and changes in math scores and sense of general self esteem (GSS) over time in children with and without epilepsy. Scores of Health Utility Index (HUI) were factored into the analysis.
Children with epilepsy do not significantly differ in their scaled math scores in comparison to their peers without epilepsy, at age 12; however, in the two level HLM model the children with epilepsy lagged behind the healthy comparison group in terms of their growth in acquiring knowledge in mathematics. Additionally, when children with epilepsy carry an added health impairment as measured by an imperfect health utility (HUI) score the group shows a slower rate of growth in their math scores over time. Self-esteem measures show variable effects in children with epilepsy alone, and those with added health impairments. The interaction with HUI scores shows a significant negative effect on self-esteem, when epilepsy is associated with added health impairment.
The findings suggest that the population of Canadian children surveyed with epilepsy are vulnerable to poorer academic outcomes in mathematics in later years, and this problem is compounded further with the presence of other additional health impairments.
本研究旨在利用基于人群的调查数据，通过数学技能测试和总体自尊感（GSS）来评估儿童癫痫与社会结局之间的关联。
使用加拿大儿童与青少年纵向调查（NLSCY）第1至8轮的数据，采用分层线性模型（HLM）比较有癫痫和无癫痫儿童的基线数学成绩以及数学成绩和总体自尊感（GSS）随时间的变化。健康效用指数（HUI）得分纳入分析。
12岁时，癫痫患儿与无癫痫的同龄人相比，其数学成绩量表得分无显著差异；然而，在二级HLM模型中，癫痫患儿在数学知识获取方面的增长落后于健康对照组。此外，当癫痫患儿的健康效用（HUI）得分显示存在额外健康损害时，该组数学成绩随时间的增长速度较慢。自尊测量显示，仅患癫痫的儿童以及伴有额外健康损害的儿童有不同的影响。当癫痫与额外健康损害相关时，与HUI得分的交互作用对自尊有显著负面影响。
研究结果表明，接受调查的加拿大癫痫患儿在晚年数学学习成绩较差，并且存在其他额外健康损害会使这一问题进一步恶化。
