Learning difficulties in Japanese schoolchildren with focal epilepsy

Mitsuaki Miyazaki, Tomomi Tanaka, Yuichi Adachi, Kazushi Miya*

*この論文の責任著者

研究成果: ジャーナルへの寄稿学術論文査読

抄録

Background: Children with epilepsy often show some degree of cognitive impairment. In this study, we investigated their learning skills to clarify the characteristics of the difficulties related to learning in Japanese-speaking children with focal epilepsy. Methods: The study included 13 boys and 17 girls of mean age 9.7 years (standard deviation 2.61; range 6–14 years) with focal epilepsy and a normal magnetic resonance brain scan. None of the patients had any other neurological disorder. Results: Twenty-two children had “learning difficulties”, i.e., an intellectual disability or low scores on a learning abilities task. Significant differences were found in age (P = 0.030), age at onset of epilepsy (P = 0.033), and electroencephalographic findings, as well as between bilateral vs. unilateral (P = 0.028) and right-localized vs. left-localized or bilateral (P = 0.014) involvement between subjects with and without learning difficulties. Seven (88%) of eight children with low scores on a learning abilities task showed abnormalities in reading speed. Discussion: More than half of Japanese-speaking children with focal epilepsy need learning assistance. This finding points to a need for learning support in children with focal epilepsy regardless of language. Measurement of reading speed is useful in children with learning difficulties to identify those who require early intervention.

本文言語英語
ページ(範囲)655-662
ページ数8
ジャーナルBrain and Development
42
9
DOI
出版ステータス出版済み - 2020/10

ASJC Scopus 主題領域

  • 小児科学、周産期医学および子どもの健康
  • 発達神経科学
  • 臨床神経学

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