Julia Doss1, Rochelle Caplan2, Prabha Siddarth2, Brenda Bursch2, Tatiana Falcone3, Marcy Forgey2, Kyle Hinman4, W Curt LaFrance5, Rebecca Laptook5, Richard Shaw4, Deborah Weisbrot6, Matthew Willis5, Sigita Plioplys7. 1. Department of Psychology, Minnesota Epilepsy Group, Minneapolis, MN, USA. Electronic address: jdoss@mnepilepsy.net. 2. Psychiatry and Biobehavioral Sciences, David Geffen School of Medicine at UCLA, Los Angeles, CA, USA. 3. Cleveland Clinic Foundation, Neurologic Institute, Cleveland, OH, USA. 4. Division of Child and Adolescent Psychiatry, Stanford University School of Medicine, CA, USA. 5. Department of Psychiatry, Warren Alpert Medical School of Brown University, Rhode Island Hospital, Rhode Island, RI, USA; Department of Neurology, Warren Alpert Medical School of Brown University, Rhode Island Hospital, Rhode Island, RI, USA. 6. Child and Adolescent Psychiatry, Stony Brook University Medical Center, Stony Brook, NY, USA. 7. Child and Adolescent Psychiatry, Ann & Robert H. Lurie Children's Hospital of Chicago, Northwestern University, Chicago, IL, USA.
Abstract
OBJECTIVES: This study examined the risk factors for learning problems (LP) in pediatric psychogenic non-epileptic seizures (PNES) and their specificity by comparing psychopathology, medical, cognitive/linguistic/achievement, bullying history, and parent education variables between subjects with PNES with and without LP and between subjects with PNES and siblings with LP. METHODS: 55 subjects with PNES and 35 siblings, aged 8-18years, underwent cognitive, linguistic, and achievement testing, and completed somatization and anxiety sensitivity questionnaires. A semi-structured psychiatric interview about the child was administered to each subject and parent. Child self-report and/or parent report provided information on the presence/absence of LP. Parents also provided each subject's medical, psychiatric, family, and bullying history information. RESULTS: Sixty percent (33/55) of the PNES and 49% (17/35) of the sibling subjects had LP. A multivariable logistic regression demonstrated that bullying and impaired formulation of a sentence using a stimulus picture and stimulus word were significantly associated with increased likelihood of LP in the PNES youth. In terms of the specificity of the LP risk factors, a similar analysis comparing LP in the youth with PNES and sibling groups identified anxiety disorder diagnoses and bullying as the significant risk factors associated with LP in the PNES youth. CONCLUSIONS: These findings emphasize the need to assess youth with PNES for LP, particularly if they have experienced bullying, have linguistic deficits, and meet criteria for anxiety disorder diagnoses.
OBJECTIVES: This study examined the risk factors for learning problems (LP) in pediatric psychogenic non-epilepticseizures (PNES) and their specificity by comparing psychopathology, medical, cognitive/linguistic/achievement, bullying history, and parent education variables between subjects with PNES with and without LP and between subjects with PNES and siblings with LP. METHODS: 55 subjects with PNES and 35 siblings, aged 8-18years, underwent cognitive, linguistic, and achievement testing, and completed somatization and anxiety sensitivity questionnaires. A semi-structured psychiatric interview about the child was administered to each subject and parent. Child self-report and/or parent report provided information on the presence/absence of LP. Parents also provided each subject's medical, psychiatric, family, and bullying history information. RESULTS: Sixty percent (33/55) of the PNES and 49% (17/35) of the sibling subjects had LP. A multivariable logistic regression demonstrated that bullying and impaired formulation of a sentence using a stimulus picture and stimulus word were significantly associated with increased likelihood of LP in the PNES youth. In terms of the specificity of the LP risk factors, a similar analysis comparing LP in the youth with PNES and sibling groups identified anxiety disorder diagnoses and bullying as the significant risk factors associated with LP in the PNES youth. CONCLUSIONS: These findings emphasize the need to assess youth with PNES for LP, particularly if they have experienced bullying, have linguistic deficits, and meet criteria for anxiety disorder diagnoses.
Authors: Andrea L Tanner; Jane R von Gaudecker; Janice M Buelow; Ukamaka M Oruche; Wendy R Miller Journal: Epilepsy Behav Date: 2022-05-28 Impact factor: 3.337
Authors: Anne S Hansen; Charlotte U Rask; Maria Rodrigo-Domingo; Sofie G Pristed; Jakob Christensen; René E Nielsen Journal: Pediatr Res Date: 2020-05-11 Impact factor: 3.756
Authors: Jana E Jones; Miya R Asato; Mesha-Gay Brown; Julia L Doss; Elizabeth A Felton; Jennifer A Kearney; Delia Talos; Penny A Dacks; Vicky Whittemore; Annapurna Poduri Journal: Epilepsy Curr Date: 2020-01-23 Impact factor: 7.500