Memory, Executive Skills, and Psychosocial Phenotype in Children with Pharmacoresponsive Epilepsy: Reactivity to
Yael Schaffer1,2, Bruria Ben Zeev3, Roni Cohen4,5
1Department of Psychology, Bar-Ilan University, Ramat Gan, Israel.
Insights
This study shows cognitive behavioral therapy improves memory and psychosocial well-being in children with pharmacoresponsive epilepsies. Executive functions moderated the positive effects of this intervention for epilepsy patients.
Area of Science:
- Pediatric Neurology
- Neuropsychology
- Cognitive Behavioral Therapy
Background:
- Pharmacoresponsive epilepsies are associated with memory, executive functions (EF), and psychosocial deficits.
- These deficits are often undertreated, and factors influencing intervention efficacy require further investigation.
Purpose of the Study:
- To explore the effects of a structured cognitive behavioral group intervention on memory and emotional domains in children with pharmacoresponsive epilepsies.
- To evaluate neuropsychological factors influencing intervention efficacy.
Main Methods:
- A feasibility study involving 33 children (aged 9-14) with pharmacoresponsive epilepsies received a newly designed intervention.
- Intervention involved weekly group sessions with structured memory and psychosocial modules.
- Memory and psychosocial assessments were conducted at baseline and post-intervention, with comparisons to 27 age- and education-matched healthy controls.
Main Results:
- Significant improvements were observed in short-term memory (STM) (p < 0.01), optimism (p < 0.05), and self-efficacy (p < 0.05) post-intervention.
- Unique negative relationships between memory deficits and psychosocial phenotype were noted in epilepsy patients but not controls.
- Executive functions (EF) moderated the intervention effect (p < 0.05), while psychosocial status and pharmacological profile did not.
Conclusions:
- Cognitive behavioral therapy focusing on memory and psychosocial perceptions shows promise for children with pharmacoresponsive epilepsies.
- Children with more affected executive functions demonstrated greater improvement in memory and psychosocial functioning.
Background:
Recent studies on pharmacoresponsive epilepsies demonstrate specific memory, executive functions (EF), and psychosocial deficits in this group. These deficits are often undertreated, and little is known about the neuropsychological factors that may support moderation of the deficits through intervention. The aim of this study was to explore the effects of a structured cognitive behavioral group intervention on both memory and emotional domains and to evaluate the factors influencing its efficacy.
Methods:
The feasibility study implemented a newly designed intervention for children with pharmacoresponsive epilepsies (N = 33, aged 9-14 years, 51% girls), hypothesizing that memory and psychosocial symptoms in children with pharmacoresponsive epilepsies are sensitive to intervention using structured memory and psychosocial modules in a weekly group session setting. Comparable memory and psychosocial assessments were used to evaluate performance at baseline and post-intervention. Results were compared to age- and education-matched healthy controls (N = 27, aged 9-14 years).
Results:
Pre-post-intervention comparisons show improvements in STM (p < 0.01, η2 = 0.358), optimism (p < 0.05, η2 = 0.245), and self-efficacy (p < 0.05, η2 = 0.164). Unique negative relations between memory deficits and psychosocial phenotype were seen in epilepsy patients and not in controls in response to the intervention. EF moderated this intervention effect (p < 0.05, η2 = 0.252), whereas psychosocial status and pharmacological profile did not.
Conclusion:
Cognitive behavioral therapy focusing on memory and psychosocial perceptions for children with pharmacoresponsive epilepsies seems promising, with greater improvement in memory and psychosocial functioning in children with more affected EF.
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