School-based Academic Interventions in Pediatric Patients with Epilepsy: Guidelines for Treatment Selection and Evaluative Outcomes

Calcagno-Davi, B. (Briana)¹, Spat-Lemus, J. (Jessica)¹, Bender, H.A. (Heidi)², Cohen, M. (Michelle)³, Ribakove, R. (Rachel)^3
1Weill Cornell Medical Center, 525 East 68th Street, 10065, New York
²Mount Sinai Medical Center, 5 East 98th Street, 10029, New York
³Mount Sinai Medical Center

 

Submission type

Oral and Poster

Scheduled

Room 115, 12-07-2019, 09:00 - 10:30

Keywords

School Accommodations, Academic Interventions, Epilepsy, Other Health Impairments, 504, IEP

Summary

Behind Attention-Deficit/Hyperactivity Disorder, epilepsy is the most common neurological disorder in the pediatric population worldwide, affecting 0.5-1% of the population. Children with epilepsy are especially vulnerable to learning challenges secondary to possible underlying neuropathology, anti-epileptic drug side effects, comorbid mood disturbance, and elevated rates of absenteeism secondary to chronic illness. While many empirically-validated and well-established academic interventions exist for use with neurologically-healthy populations, their generalizability and applicability to patients with seizure disorders is highly under-studied. For example, does this neurological population respond similarly to strategies targeting the sensory-cognitive processes inherent to many existing interventions aimed at improving a child’s reading and comprehension abilities? Would interventions like multi-sensory reading programs be as effective in a child with a known left-sided seizure focus? This workshop aims to review the cognitive and academic sequelae often seen in children with epilepsy, propose guidelines for the selection of the most appropriate interventional approach, and craft the most targeted and meaningful assessments to evaluate response to intervention. Beyond the clear benefits to school-based support teams, findings from this workshop can be applied to other chronic illnesses and neurological conditions requiring a high level of educational supports in order for pediatric patients to succeed academically.

Auteurs