![]() The Connecticut Study of Epilepsy is a prospective, community-based cohort of young people recruited when first diagnosed with epilepsy within the state of Connecticut during 1993–1997. Here we examine the relationship between cognitive test scores and special education utilization within the context of a prospectively followed cohort, some members of which participated in standardized neurocognitive testing, with matched sibling controls who had been evaluated with the same neurocognitive battery. Previously, we reported on the high proportion of children with epilepsy who had ever received special education or related services. It is easy to assume that relative cognitive impairments as indicated by standardized research batteries account for the differences in educational difficulties between children with epilepsy and appropriate controls. Children with epilepsy also have increased utilization of special education services. Further, these difficulties appear to be present right from the start and likely pre-date the onset of seizures. This is true even in individuals who do not have an intellectual disability per se and who have otherwise normal neurological status. Young people and adults with epilepsy have repeatedly been shown to be at increased risk of having a variety of cognitive difficulties. Young people with epilepsy have academic difficulties that are not simply explained by cognitive test scores. 24% of school-aged cases were already receiving services at the time of initial epilepsy diagnosis. ![]() Types and duration of services were similar in cases and controls. Adjustment for neurocognitive test scores resulted in a mOR=4.58 (p<0.0001). 64 (45%) of cases and 25 (17.6%) of controls reported SpES utilization, matched odds ratio (mOR)=5.3 (p<0.0001). ![]() ![]() Analyses included 142 pairs in which both had FSIQ≥80 and the case had normal exam and imaging. In a follow-up assessment 8–9 years after entry into a prospective study of childhood-onset epilepsy, cases and siblings partook in an interview and standardized neurocognitive testing. We examined utilization of special education services (SpES) in relation to neurocognitive test scores in a case-matched sibling control study. ![]() Epilepsy is associated with academic and neurocognitive disorders, with the latter often assumed to explain the former. ![]()
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