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Epilepsy ll: Types

Epilepsy ll: Types

Recurrent seizures, stemming from abnormal electrical activity in the brain, are the defining characteristic of epilepsy, a chronic neurological condition. Because seizure features vary greatly, epilepsy is classified using two systems: by seizure type and by epilepsy syndromes. These classifications enable clinicians to describe seizure patterns and select suitable treatment strategies.I. Classification by Seizure Type1. Focal EpilepsyFocal epilepsy begins in one hemisphere of the brain.

Seizures: Classification

Seizures: Classification

Epilepsy is primarily characterized by unpredictable seizures, either provoked by an identifiable factor, such as injury or illness, or unprovoked, occurring spontaneously without apparent cause.
Seizures are typically classified into two main categories: focal and generalized seizures.
Focal Seizures
Focal seizures originate from specific regions of the brain. These seizures are further sub-classified into two types:

Epilepsy and Seizures: Overview

Epilepsy and Seizures: Overview

Epilepsy is a chronic neurological disease marked by recurrent, unpredictable seizures. These seizures are caused by abnormal electrical discharges in the brain, leading to behavior, sensation, or consciousness alterations. They can also cause transient impairment of awareness, interfering with daily activities.
Various factors can trigger epilepsy, including genetic factors, brain damage, metabolic causes, and unknown etiology. Diagnosis of epilepsy involves electroencephalography (EEG), which...

Seizures ll: Types

Seizures ll: Types

Seizures are sudden bursts of abnormal electrical discharge in the brain that interfere with normal function. They are commonly divided into three groups: focal seizures, generalized seizures, and other types that do not fit neatly into either category.Focal SeizuresFocal seizures begin in a single brain region. When awareness is preserved, they are called focal aware seizures and may cause sensations such as tingling, unusual smells, or flashing lights. When awareness is impaired, they are...

Seizures l: Introduction

Seizures l: Introduction

Understanding seizures and epilepsy relies on key definitions that help in recognizing, classifying, and managing these disorders. These definitions provide a framework for recognizing, classifying, and managing seizure disorders.DefinitionsA seizure is a sudden, abnormal burst of electrical activity in the brain that can cause changes in awareness, movement, sensation, or behavior, depending on the area involved. Epilepsy is a chronic condition characterized by recurrent, unprovoked seizures,...

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Electromagnetic Source Imaging in Presurgical Evaluation of Children with Drug-Resistant Epilepsy

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A neurocognitive endophenotype associated with rolandic epilepsy.

Anna B Smith¹, Peregrine M Kavros, Tara Clarke

¹MRC Social Genetic and Developmental Psychiatry Centre, King's College London, Institute of Psychiatry, London, UK.

|January 7, 2012

Summary

Children with rolandic epilepsy (RE) and their siblings show similar language and attention deficits, impacting academic performance. Early intervention is crucial for these neurocognitive impairments.

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Area of Science:

Neuroscience
Pediatric Neurology
Cognitive Psychology

Background:

Rolandic epilepsy (RE) is associated with reading, language, and attention difficulties in affected children.
Siblings of children with RE are at increased risk for dyslexia.
A shared neurocognitive endophenotype between RE probands and their siblings is hypothesized.

Purpose of the Study:

To investigate evidence for a neurocognitive endophenotype in children with Rolandic Epilepsy (RE).
To compare neurocognitive profiles of RE probands and their unaffected siblings.

Main Methods:

Neurocognitive evaluation of 13 RE probands and 11 epilepsy-free siblings.
Assessment domains included reading, language, and attention.
Comparison of impairment frequencies and standardized scores against population norms.

Main Results:

Both RE probands and siblings exhibited comparable frequencies of impairment in language and attention domains.
Specific deficits included picture naming, sustained attention, and attention to competing words.
Both groups showed higher omission errors in attention tasks.

Conclusions:

Children with RE and their unaffected siblings share similar neurocognitive impairments in language and attention.
These deficits may go undetected by standard clinical assessments.
Early evaluation and intervention are recommended to support academic achievement.