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Epilepsy Research and Treatment
Volume 2014 (2014), Article ID 856735, 7 pages
http://dx.doi.org/10.1155/2014/856735
Research Article

Adaptive Skills and Somatization in Children with Epilepsy

1Texas A&M University, College Station, TX 77843-4225, USA
2Department of Educational Psychology, Texas A&M University, College Station, TX 77843-4225, USA
3Children’s Hospital of Georgia, BT-2601, 1446 Harper Street, Augusta, GA 30912, USA

Received 30 September 2013; Accepted 20 November 2013; Published 27 January 2014

Academic Editor: Joseph I. Sirven

Copyright © 2014 Nichole Wicker Villarreal et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Objective. Children with epilepsy are at risk for less than optimum long-term outcomes. The type and severity of their epilepsy may contribute to educational, psychological, and social outcomes. The objective of this study was to determine the relation between somatization and adaptive skills based on seizure type that could impact on those outcomes. Methods. This study examined adaptive functioning and somatization in 87 children with epilepsy using archival data from a tertiary care facility. Results. No significant differences in adaptive skills emerged between groups of children diagnosed with complex partial (CP) as compared to CP-secondary generalized (SG) seizures; however, deficits in adaptive behavior were found for both groups. The number of medications, possibly reflecting the severity of the epilepsy, was highly correlated to adaptive function. Conclusions. Identification of deficits in adaptive behavior may represent an opportunity for tailored prevention and intervention programming for children with epilepsy. Addressing functional deficits may lead to improved outcomes for these children.