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Executive and behavioral functioning in pediatric frontal lobe epilepsy

Lydia van den Berg1, Al de Weerd2, Marieke Reuvekamp2

  • 1Stichting Epilepsie Instellingen Nederland, Postbus 563, 8000, AN, Zwolle, Netherlands; Rijksuniversiteit Groningen, Faculteit Gedrags- & Maatschappijwetenschappen, Klinische & Ontwikkelingsneuropsychologie, Grote Kruisstraat 2/1, 9712, TS, Groningen, Netherlands.

Epilepsy & Behavior : E&B
|August 18, 2018
PubMed

Insights

Frontal lobe epilepsy (FLE) in children is linked to executive and behavioral problems, with teachers noting metacognition issues and parents reporting behavior regulation difficulties. Left-sided FLE showed more problems, highlighting the connection between executive and behavioral functioning.

Area of Science:

  • Neurology
  • Child Psychology
  • Neurodevelopmental Disorders

Background:

  • Epilepsy, a chronic neurological disorder, is associated with social and emotional problems in children.
  • Limited research exists on the specific cognitive and behavioral impacts of frontal lobe epilepsy (FLE).

Purpose of the Study:

  • To investigate the relationship between frontal lobe epilepsy (FLE) and executive and behavioral functioning in children.
  • To understand how parent and teacher reports correlate regarding these functions.

Main Methods:

  • Utilized parent and teacher completed questionnaires: Behavioral Rating Inventory of Executive Function (BRIEF), Child Behavior Checklist (CBCL), and Teacher Report Form (TRF).
  • Assessed 32 children diagnosed with FLE (mean age 9.2 years).

Main Results:

  • 25-35% of children exhibited abnormal executive and behavioral functioning scores across parent and teacher reports.
  • Teachers reported more metacognition problems, while parents reported more behavior regulation issues.
  • Left-sided FLE was associated with more significant problems, and executive dysfunction was linked to behavioral dysfunction.

Conclusions:

  • A strong correlation exists between executive and behavioral functioning in children with FLE.
  • Discrepancies in parent and teacher ratings suggest varying executive function demands across different environments.
Abstract

Keywords:
Attention problemsBRIEFBehavior problemsCBCLChildrenExecutive functionsFrontal lobe epilepsy

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