Discrimination Between Frontal and Temporal Lobe Epilepsy in Children
Clark, Jennifer Paulette Holinbaugh
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Distinguishing between children with frontal lobe epilepsy (FLE) and children with temporal lobe epilepsy (TLE) can be difficult; however, in order to assure proper treatment and intervention it is important to accurately differentiate between these two groups. One of the intended goals of this study is to identify tabletop and behavioral rating measures that will assist in differentiating children with FLE from children with TLE. Another purpose of this study is to examine the utility of the Children's Executive Functions Scale (CEFS), a parent-report measure of executive functioning, in differentiating between children with FLE and TLE. Sixty children, ranging in age from 6 to 17, will be divided into two groups (a) children with frontal lobe epilepsy and (b) children with temporal lobe epilepsy. The participants will be evaluated using the Tower of London (TOL), The Wide Range Assessment of Memory and Learning - 2 (WRAML-2), the CEFS, and the Child Behavior Checklist (CBCL). It is hypothesized that children with FLE will display more impairment than children with TLE on both measures of executive functioning (the CEFS and the TOL). It is further hypothesized that children with RTLE will perform significantly worse visual memory components of the WRAML-2 than individuals with FLE or LTLE . It is expected that children with LTLE will perform worse than children with RTLE or FLE on verbal memory components of the WRAML-2. Finally, it is hypothesized that scores on the CBCL will reflect that children with TLE display a greater number of internalizing symptoms than children with FLE. The findings of this study could also have important implications in the understanding of deficits associated with FLE and TLE. Furthermore, the findings could suggest direction for future research and for treatment and interventions.