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Autor/inn/enChapple, Christine; Kinsella, William
TitelPsychoeducational Implications of West Syndrome (Infantile Spasm) for Primary School Children
QuelleIn: Educational Psychology in Practice, 35 (2019) 3, S.271-288 (18 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Kinsella, William)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0266-7363
DOI10.1080/02667363.2019.1577222
SchlagwörterEpilepsy; Case Studies; Autism; Symptoms (Individual Disorders); Literacy; Numeracy; Psychologists; Educational Psychology; Clinical Diagnosis; Cognitive Development; Neurological Impairments; Profiles; Intellectual Disability; Academic Ability; Special Needs Students; Psychoeducational Methods; Pervasive Developmental Disorders; Behavior Disorders; Comorbidity; Executive Function; Hospitals; Foreign Countries; Verbal Ability; Nonverbal Ability; Interpersonal Competence; Visual Perception; Spatial Ability; Children; Intelligence Tests; Achievement Tests; Child Behavior; Rating Scales; Adjustment (to Environment); Behavior Rating Scales; Elementary School Students; Ireland; Wechsler Intelligence Scale for Children; Wechsler Individual Achievement Test; Behavior Assessment System for Children; Vineland Adaptive Behavior Scales
AbstractWest Syndrome is a severe, early-onset epilepsy syndrome, with significant implications for subsequent neurological and cognitive development. While most children with a prior diagnosis of West Syndrome initially follow a normal developmental trajectory, there is evidence of subsequent emergence of clusters of difficulties, including autism features, behavioural problems and specific learning difficulties. A multiple case study approach was adopted to investigate the cognitive, academic, adaptive and behavioural functioning of five children, aged 8-13, with a prior diagnosis of West Syndrome, who were attending mainstream schools. A striking similarity across psychological profiles was observed. Despite generally functioning within the low average or average range, participants presented with delays in aspects of literacy, numeracy, and adaptive and behavioural functioning. The findings of this study indicate long-term neurological sequelae of a previous diagnosis of West Syndrome which need to be considered by educational psychologists when supporting such children in the education system. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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