Poor School Academic Performance and Benign Epilepsy with Centro-Temporal Spikes
Background: Poor academic performance of students with epilepsy seems to be a multifactorial problem related to difficulties in reading, writing, math, and logic skills. Poor school and academic performances refer to learning problems in a specific academic area due to learning disorders and learnin...
| Main Authors: | , , , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2023-01-01
|
| Series: | Behavioral Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2076-328X/13/2/106 |
| _version_ | 1797622358886842368 |
|---|---|
| author | Luigi Vetri Annamaria Pepi Marianna Alesi Agata Maltese Lidia Scifo Michele Roccella Giuseppe Quatrosi Maurizio Elia |
| author_facet | Luigi Vetri Annamaria Pepi Marianna Alesi Agata Maltese Lidia Scifo Michele Roccella Giuseppe Quatrosi Maurizio Elia |
| author_sort | Luigi Vetri |
| collection | DOAJ |
| description | Background: Poor academic performance of students with epilepsy seems to be a multifactorial problem related to difficulties in reading, writing, math, and logic skills. Poor school and academic performances refer to learning problems in a specific academic area due to learning disorders and learning difficulties not excluding the ability to learn in a different manner during school and academic life. Sometimes, school, academic difficulties, and Rolandic epilepsy can coexist together, and there may be comorbidities. Consequently, the risk of impaired academic performance in people with epilepsy is high. Methods: This review analyzed the relationship between Benign Epilepsy with Centro-Temporal Spikes (BECTS) and poor school and academic performance (PSAP) in children and adolescents (aged 6 to 19), and in adults (aged 20 to no age limit). The PRISMA guideline was used to guide our review strategy. Results: This research shows that Benign Epilepsy with Centro-Temporal Spikes (BECTS) and poor school and academic performances are strongly correlated. An early onset age, as well as a long persistence of seizures, correlate more closely with PSAP. On the other hand, it appears that good pharmacological control of seizures and remission from the acute phase of the pathology support better school performance. Conclusions: This review highlights how neuropsychological aspects are also involved in patients with BECTS and PSAP, both in the greater predisposition to the establishment of other neuropsychiatric conditions and in the possibility that stigma conditions and poor academic results may have repercussions on the adaptation and functioning of these subjects. Global management of the subject with BECTS and PSAP is essential, which also pays attention to the aspects of social and scholastic inclusion, both to achieve age-appropriate educational and behavioral objectives, to give the necessary tools for the growth of the individual, and to allow a serene transition to adulthood, favoring autonomous learning and better outcomes. |
| first_indexed | 2024-03-11T09:09:09Z |
| format | Article |
| id | doaj.art-8903f32024ff4ed596aca7679084b71f |
| institution | Directory Open Access Journal |
| issn | 2076-328X |
| language | English |
| last_indexed | 2024-03-11T09:09:09Z |
| publishDate | 2023-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Behavioral Sciences |
| spelling | doaj.art-8903f32024ff4ed596aca7679084b71f2023-11-16T19:08:35ZengMDPI AGBehavioral Sciences2076-328X2023-01-0113210610.3390/bs13020106Poor School Academic Performance and Benign Epilepsy with Centro-Temporal SpikesLuigi Vetri0Annamaria Pepi1Marianna Alesi2Agata Maltese3Lidia Scifo4Michele Roccella5Giuseppe Quatrosi6Maurizio Elia7Oasi Research Institute-IRCCS, Via Conte Ruggero 73, 94018 Troina, ItalyDepartment of Psychology, Educational Science and Human Movement, University of Palermo, 90144 Palermo, ItalyDepartment of Psychology, Educational Science and Human Movement, University of Palermo, 90144 Palermo, ItalyDepartment of Psychology, Educational Science and Human Movement, University of Palermo, 90144 Palermo, ItalyDepartment of Human Studies-Communication, Education and Psychology, LUMSA University, 00193 Roma, ItalyDepartment of Psychology, Educational Science and Human Movement, University of Palermo, 90144 Palermo, ItalyDepartment of Psychology, Educational Science and Human Movement, University of Palermo, 90144 Palermo, ItalyOasi Research Institute-IRCCS, Via Conte Ruggero 73, 94018 Troina, ItalyBackground: Poor academic performance of students with epilepsy seems to be a multifactorial problem related to difficulties in reading, writing, math, and logic skills. Poor school and academic performances refer to learning problems in a specific academic area due to learning disorders and learning difficulties not excluding the ability to learn in a different manner during school and academic life. Sometimes, school, academic difficulties, and Rolandic epilepsy can coexist together, and there may be comorbidities. Consequently, the risk of impaired academic performance in people with epilepsy is high. Methods: This review analyzed the relationship between Benign Epilepsy with Centro-Temporal Spikes (BECTS) and poor school and academic performance (PSAP) in children and adolescents (aged 6 to 19), and in adults (aged 20 to no age limit). The PRISMA guideline was used to guide our review strategy. Results: This research shows that Benign Epilepsy with Centro-Temporal Spikes (BECTS) and poor school and academic performances are strongly correlated. An early onset age, as well as a long persistence of seizures, correlate more closely with PSAP. On the other hand, it appears that good pharmacological control of seizures and remission from the acute phase of the pathology support better school performance. Conclusions: This review highlights how neuropsychological aspects are also involved in patients with BECTS and PSAP, both in the greater predisposition to the establishment of other neuropsychiatric conditions and in the possibility that stigma conditions and poor academic results may have repercussions on the adaptation and functioning of these subjects. Global management of the subject with BECTS and PSAP is essential, which also pays attention to the aspects of social and scholastic inclusion, both to achieve age-appropriate educational and behavioral objectives, to give the necessary tools for the growth of the individual, and to allow a serene transition to adulthood, favoring autonomous learning and better outcomes.https://www.mdpi.com/2076-328X/13/2/106poor academic performancesBenign Epilepsy with Centro-Temporal Spikesrolandic epilepsyspecific learning disorderslearning difficulty |
| spellingShingle | Luigi Vetri Annamaria Pepi Marianna Alesi Agata Maltese Lidia Scifo Michele Roccella Giuseppe Quatrosi Maurizio Elia Poor School Academic Performance and Benign Epilepsy with Centro-Temporal Spikes Behavioral Sciences poor academic performances Benign Epilepsy with Centro-Temporal Spikes rolandic epilepsy specific learning disorders learning difficulty |
| title | Poor School Academic Performance and Benign Epilepsy with Centro-Temporal Spikes |
| title_full | Poor School Academic Performance and Benign Epilepsy with Centro-Temporal Spikes |
| title_fullStr | Poor School Academic Performance and Benign Epilepsy with Centro-Temporal Spikes |
| title_full_unstemmed | Poor School Academic Performance and Benign Epilepsy with Centro-Temporal Spikes |
| title_short | Poor School Academic Performance and Benign Epilepsy with Centro-Temporal Spikes |
| title_sort | poor school academic performance and benign epilepsy with centro temporal spikes |
| topic | poor academic performances Benign Epilepsy with Centro-Temporal Spikes rolandic epilepsy specific learning disorders learning difficulty |
| url | https://www.mdpi.com/2076-328X/13/2/106 |
| work_keys_str_mv | AT luigivetri poorschoolacademicperformanceandbenignepilepsywithcentrotemporalspikes AT annamariapepi poorschoolacademicperformanceandbenignepilepsywithcentrotemporalspikes AT mariannaalesi poorschoolacademicperformanceandbenignepilepsywithcentrotemporalspikes AT agatamaltese poorschoolacademicperformanceandbenignepilepsywithcentrotemporalspikes AT lidiascifo poorschoolacademicperformanceandbenignepilepsywithcentrotemporalspikes AT micheleroccella poorschoolacademicperformanceandbenignepilepsywithcentrotemporalspikes AT giuseppequatrosi poorschoolacademicperformanceandbenignepilepsywithcentrotemporalspikes AT maurizioelia poorschoolacademicperformanceandbenignepilepsywithcentrotemporalspikes |