memory disorders in children with epilepsy: types, evaluation and
TRANSCRIPT
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FACULTY OF SCIENCE
Memory disorders in children with
epilepsy: types, evaluation and
treatment.
Suncica Sunny Lah
Senior Lecturer/Clinical Neuropsychologist
Department of Psychology, Sydney University
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Outline
• General information about epilepsy
• Types of memory disorders encountered by children with epilepsy.
• Neuropsychological assessment of memory
• Case study
• Study: dissociation between semantic and episodic memory
• Interventions
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What is epilepsy?
“Epilepsy is any one of a group of
disorders of brain function characterised
by recurrent attacks that have sudden
onset.”
Oxford Medical Dictionary, 1990
3
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Lah,
2007
Are all seizures the same?
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Absence seizures
• Common in children
– Petit mal (older name)
• Characterized by:
– staring, expressionless, unresponsive, cessation of activity, blinking
– often brief 2-20”; start and end abruptly
– individual often resumes activity
– no memory of the event
– often mistaken for daydreaming or poor attention
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Lah,
2011
Why talk about epilepsy in children?
Epilepsy often starts in childhood and may
persist into adulthood (life-long condition).
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Why talk about children with epilepsy
at the CHERI conference?
Children with epilepsy have more
academic underachievement compared to
- healthy peers
- siblings.
This academic underachievement is not
explained by
- intellectual disability,
- has been found irrespective of the
definition used
7
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How common is academic
underachievement?
Fastenau et. al. (2008) – children with
chronic seizures:
- 48% meet criteria for at least 1 LD
(using a discrepancy definition)
8
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Why talk about memory in children
with epilepsy?
Memory difficulties represent
• the most common cognitive complaint in patients
with epilepsy.
Even in children with mild epilepsy
• 30% parent-reported memory problems
• Davidson, Dorris, O‟Regan, Zuberi, 2007
Children with intractable epilepsy
• 70% self-reported memory problems
• Smith, Elliott & Lach, 2006
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What contributes to memory deficits in children with epilepsy?
• Epilepsy related factors
– Site of epilepsy focus/pathology
• Temporal lobes
– Seizures themselves
• Interfere with registration, consolidation or retrieval of information
• May compromise already established memory stores
– Fluctuating performance
– Treatment
• Medication
– Vary and need to be considered on the individual level
• Surgery
– Risk of memory loss
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• Psychological factors
– Mood
• Anxiety/depression
• Psychosis
– ADHD
What contributes to memory deficits
in children with epilepsy?
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TYPES OF MEMORY
PROBLEMS
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• Difficulties with attention and working
memory are common in children with
epilepsy
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Word
retrieval
/semantic
memory
“I can‟t just spit out a word, a proper
word. I know what I‟m want to explain
to you but I can‟t think of a proper word
and I know the word and I‟m so used
to the word and it could be the easiest
word. I can‟t get it out. I‟ll have to wait
and it’ll make me really aggravated”.
Smith, Elliott & Lach, 2006
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Recall of
learned
material
“A lot of times when I‟m talking I will
know what I‟m going to say to you and
then for some odd reason I‟ll tell you
the first part of the story and then I just
forgot the second part and that would
be the important part. I won‟t
remember it for a long time or I‟ll go
home and go „that‟s what it was‟… so
that drives me insane”.
Smith, Elliott & Lach, 2006
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Retention of
new material
over time
“…my short-term memory is very
bad…if my mom tells me to do a chore
in the house or something and she
leaves, I‟ll forget…unless she writes it
down on a paper”.
Smith, Elliott & Lach, 2006
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Autobiographical
memory
“I don‟t remember any of my
childhood… because of these
seizures I don‟t remember a lot of
my life… I can get bits and
pieces but not anything really…
it’s not very good ... I’m not
happy about it”.
Smith, Elliott & Lach, 2006
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Gascoigne, M., Webster, R.I., Barton, B.,
Gill, D. & Lah, S.
Accelerated long-term forgetting
*
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HOW DO
NEUROPSYCHOLOGISTS
ASSESS MEMORY IN
CHILDREN WITH EPILEPSY?
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Memory assessment
• Standardised memory tests/batteries: ability to register, learn and recall
materials presented during assessment (episodic memory)
Immediate Delayed (20-30‟)
Working Learning Recall Recognition
Verbal Digit Sp. List of words List of words
List of words
Visual Block Sp Designs Designs
Designs
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Learning task (example): Word list
learning
• Instructions
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Learning task (example): Word list
learning
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Recall
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List leaning: 2nd reading
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List learning: second recall
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Case KP
• 16 year old female high school student (KP)
• lives with her parents and older siblings
• history of epilepsy
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Case KP continues
• no developmental concerns until 3 1/2
years of age when changes in
behaviour were noticed
• 4 years of age - episodes of staring
• seizures – difficult to control with
medication
• temporal lobe epilepsy
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Initial assessment - 10y10m
• Year 5 - fluent reader, but did not like reading
because she forgot the beginning of a story
before she reached the end
• extremely poor memory - difficulties in
learning new concepts and social problems
• friendly, but anxious girl
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Assessment results
Impaired <70
Average
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Assessment results
Impaired <70
Average
Is intelligence affected?
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Is intelligence affected?
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Is intelligence affected?
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Is intelligence affected?
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• Are there any indicators of this type of
memory disorder on IQ tests?
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Verbal intelligence
Similaritie
Similaritie
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Verbal intelligence
Similaritie
Similaritie
Profound memory deficits
→ not apparent on the IQ tests (WISC III)
→ may be present even in children with above average working memory
(Digit Span)
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• Are reading and spelling skills impaired?
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Are reading and spelling skills
affected
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Summary KP
Temporal lobe epilepsy
• Severe episodic memory deficit –
amnesia
– Average intellectual development
–Age appropriate reading and spelling skills
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Are there any difficulties in day to day
life?
Academic
• Unable to remember what was done in the
class
• Difficulties grasping new concepts
• Difficulties recalling specific information on
demand
• Underperformed at school despite adequate
reading/spelling accuracy
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Are there any difficulties in day to day
life?
Social
- Problems making and maintaining friends
- unable to remember children‟s faces and
names
- difficulties following conversations;
forgetting the topic during a conversation
- unable to talk/discuss favourite TV
shows, video games, etc.
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Are there any difficulties in day to day
life?
Independent living skills
• Getting lost outside a family home (at school)
• Unable to report what happened earlier
during the day
• At risk of being taken advantage of and not
being able to report what had happened
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Learning task (example): Word list
learning
• Delayed recall
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Squire & Zola- Morgan (1988)
Memory
Explicit Conscious recollection
•Recall, recognition
Implicit Does not require conscious recall
•Priming, procedural learning
Episodic Semantic
Background
Memory for materials
presented during
testing session
General knowledge
and word meaning
Episodic memory has been
extensively researched in
the epilepsy literature
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Squire & Zola- Morgan (1988)
Memory
Explicit Conscious recollection
•Recall, recognition
Implicit Does not require conscious recall
•Priming, procedural learning
Episodic Semantic
Memory for materials
presented during
testing session
General knowledge
and word meaning
Semantic
memory has
been
neglected
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• Adult (dementia) studies have shown that these two
aspects of memory can
(i) be impaired independently of one another
(ii) have different impact on literacy skills
47
Why is semantic memory of interest to us?
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Background
• Temporal lobe networks are essential for episodic and
semantic memory, but also for development of literacy
skills
• Children with temporal lobe epilepsy may
provide the best opportunity to determine
whether:
i) episodic and semantic memory are
independent of one another
ii) differential impact on literacy skills
development
48
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- Patients (n = 66) at the Hospital for Sick Children (Toronto, Canada)
- Epilepsy with a seizure focus localized unilaterally to the temporal lobe
- Underwent neuropsychological assessment between 1996 and 2009 as
part of their evaluation for surgery
- Performance IQ > 69
- Aged 6 – 18 years
49
Smith, M.L., & Lah, S. (in press).
Neuropsychology.
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Memory Measures
› Semantic memory
› Naming
› Word Knowledge
› Knowledge of Facts
› Fluency
› Episodic memory
› Word List Recall - Delayed
› Story Recall - Delayed
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Results: Principal component
analyses with varimax rotation
Factors
Task
1 (Semantic)
2 (Episodic)
h2
Word Knowledge
.83
…
.71
Naming
.85
…
.72
Knowledge of Facts
.75
…
.59
Fluency
.31
.51
.36
Story Recall
.45
.63
.78
Word Recall
…
.87
.78
Percent of Variance
43.51
19.06
62.57
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Results – T tests
Mean t p
Semantic
Word Knowledge -0.59 (1.01) - 4.74, < .001
Naming -1.55 (1.83) - 6.35 < .001
Episodic
Word Recall -.51 (1.27) -3.04 < .01
52
How well did children with epilepsy perform relative to the normative
means?
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Individual analyses: Are there individual cases who show impairment in
semantic or episodic memory alone?
53
Level of task difficulty
• Repeated measures ANOVA (F(2,49) = 11.85, p <.001)
• Naming < Word Knowledge and Word Recall
• Word Knowledge(Semantic) and Word Recall (Episodic) were
used to classify the performance of each child as
• Intact (≥ 25%)
• Impaired (≤ 8%)
• Neither
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Are there individual cases who show impairment in semantic or episodic memory alone?
Episodic (Word Recall)
Category of Performance
Intact
Impaired
Neither
Semantic (Word Knowledge)
Intact
18
7
5
Impaired
5
3
1
Neither
10
5
4
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Results – individual analyses
Episodic (Word Recall)
Category of Performance
Intact
Impaired
Neither
Semantic (Word Knowledge)
Intact
18
7
5
Impaired
5
3
1
Neither
10
5
4
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Results – individual analyses
Episodic (Word Recall)
Category of Performance
Intact
Impaired
Neither
Semantic (Word Knowledge)
Intact
18
7
5
Impaired
5
3
1
Neither
10
5
4
Double dissociation
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- Some children could hear, repeat, store and recall
information after a delay
- without knowing the meaning of that information in
the first instance, or learning the meaning in the
meantime
- In contrast, other children may not be able to recall
information on demand after a delay
- although they have good understanding of the
meaning of the information
both types of impairments are likely to impact on
child‟s living skills, communication and academic skills, but
possibly in different ways.
Clinical Implications
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• What is the relation between semantic
and episodic memory and literacy skills?
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Correlations between literacy and memory skills
Reading
accuracy
Reading
comprehension
Spelling accuracy
Semantic 57** 72** 55**
Episodic 25 24 30*
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Episodic (Word Recall)
Category of Performance
Intact
Impaired
Neither
Semantic (Word Knowledge)
Intact
18
7
5
Impaired
5
3
1
Neither
10
5
4
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How do these to memory systems relate to reading and spelling skills?
* *
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How do these to memory systems relate to reading and spelling skills?
* *
Semantic
memory
impairments
place children at
risk of specific LD
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INTERVENTIONS FOR
CHILDREN WITH EPILEPSY
AND MEMORY DEFICITS
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Interventions for children with epilepsy and
memory difficulties
Given the range of memory difficulties that may
be present independently of one another
- a range of different intervetnions/strategies
may need to be employed
64
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• Child literature
– very small number of published studies on
memory rehabilitation
– predominantly single case studies
- little evidence of generalisation
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Interventions for children with memory
difficulties in day to day activities
Adult literature
1. Use of internal strategies enhance learning
and retention of information over time
- difficulties with generalisation
2. Use of compensatory aids (i.e. diaries)
- compensated for deficits in day to day living
- improved attention and memory skills
3. Diary and self instruction training
- best outcomes
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Ho, J., Epps, A., Parry, L., Poole, M., & Lah, S. (2011). Neuropsychological Rehabilitation, 21,
183–207.
– Significant ABI, > 12 months post injury
– Age 11 – 18
– FSIQ > 79, Reading > Y3
– Memory difficulties in everyday life
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Ho,
Treatment
• Specifically developed materials: manual and workbook
• Six 1.5-hour sessions – small groups
• Diary training (Sohlberg and Mateer, 1989)
• Acquisition: names, purpose & use of each diary
section
• Application: when and where to use it (case studies,
role plays)
• Adaptation: skills utilisation in everyday life was
discussed and encouraged
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Treatment
Treatment - continues
• Self instructional training (Ownsworth & McFarland, 1999)
• W – What are you going to do?
• S – Select a strategy for the task (Strategy Selection);
• T – Try out the strategy (Strategy Initiation);
• C – Check out how the strategy is working
(Monitoring).
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Outcome
0
2
4
6
8
10
Pre-
training
Post-
training
Long-
term
Diary Use
*
*
*
Questionnaires
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Outcome
0
2
4
6
8
10
Pre-
training
Post-
training
Long-
term
Diary Use
*
*
*
Questionnaires
Children who used diaries more often reported greater improvement in
everyday memory (r = .58)
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Secondary gains
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Summary
Outcome
- reduction in everyday memory difficulties
- secondary gains in attention and mood
- may be due to the self-instruction
component being included in the training
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Summary
• Children with epilepsy are at an increased risk of memory deficits
• Types of memory deficits:
– Registration/working memory
– Learning
– Retention
– General stock of knowledge
– Recall of information from the past
• Assessment of memory
– Standardised tests – different from the tests of intellectual functioning
• Impact of memory deficits
– Academic, social, independence and psychological well being
• Interventions
– Underdeveloped
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– Students
• Joanna Ho, Michael Gascoigne
– Sydney Children‟s Hospital (ABI)
• Adrienne Epps, Louise Parry, Miriam Poole
– Westmead Children‟s Hospital (Epilepsy)
• Belinda Barton, Richard Webster, Deepak Gill
– Hospital for Sick Children Toronto (Epilepsy)
• Mary Lou Smith
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Child Memory Clinic
Child Memory Clinic
The Psychology Clinic
Mackie Building (K01)
University of Sydney NSW 2006
Telephone: (02) 9351 2629
Fax: (02) 9351 7328
Email: [email protected]
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Results – sub-group analyses
Group
Intact Episodic
Impaired Semantic
Intact Semantic
Impaired Episodic
Effect Size, p
Vocabulary ** -1.80 (.18) 0.00 (.51) R2=.85, p <.001
Word Recall** - 0.05 (.59) -2.18 (.36) R2=.86, p<.001
Performance IQ 88.88 (12.56) 100.14 (11.23) R2=.21, p = .13
Age 14.63 (1.77) 14.79 (2.11) R2=.00, p = .89
Age at Sz. Onset 7.10 (4.70) 9.13 (5.38) R2=.04, p = .51
# AEDs 2.00 (.71) 1.29 (0.49) R2=.30, p = .06
Also, no significant difference in: sex, handedness, laterality of seizure
focus, laterality of speech representation, presence of comorbidity, whether
or not they eventually had surgery, type of seizures, history of secondarily
generalized seizures, or seizure frequency .
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Discussion
Impaired semantic, but preserved episodic memory: Is it rare?
• somewhat lower (n=5, 8.6%) than the opposite pattern (n=7,
12.1%)
• higher than in the general population (< 1%)
has remained undetected in children with temporal lobe
epilepsy until now
80
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Theoretical implications
- Two memory systems can develop independently of one
another, and in parallel (Temple and Richardson, 2004)
- Model proposed by Graham, Simons, Pratt, Patterson, &
Hodges (2000) is applicable in paediatric context
81
Image Perceptual
Representation
Semantic
Episodic