Memory, attention, and school problems in children with seizure disorders

Abstract

This study investigated memory and attention abilities in children with seizure disorders. First, children with different types of seizure disorders were evaluated for differences in memory (Rey Auditory‐Verbal Learning Test and Color Span Test) and attention (Continuous Performance Test‐2). From a total group of 51 children with seizure disorders, 35 children were classified into three subgroups based on seizure type and medication (Absence/Valproic Acid, n = 12; Complex Partial/Carbamazepine, n = 12; and Tonic‐Clonic/Carbamazep‐ine, n = 11). Results suggested no significant differences among the three subgroups on the memory or attention tasks, although trends toward lower memory scores for the absence subgroup and lower memory scores for all three subgroups compared with norms were noted. Second, the original group of 51 children were regrouped into two subgroups based on school problems (No School Problems, n = 17; School Problems, n = 26). Results indicated that children with school problems had more memory difficulties and a greater variability in attention abilities. The discussion addresses the significance of the results, limitations of the study, and questions for future research.