{"id":85,"date":"2011-02-27T14:54:12","date_gmt":"2011-02-27T22:54:12","guid":{"rendered":"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/?p=85"},"modified":"2014-10-01T12:59:55","modified_gmt":"2014-10-01T20:59:55","slug":"children-with-epilepsy","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/2011\/02\/27\/children-with-epilepsy\/","title":{"rendered":"Children with Epilepsy"},"content":{"rendered":"<p><a title=\"Epilepsy is a disorder that results from the generation of electrical signals inside the brain, causing recurring seizures.\">Epilepsy<\/a> (see full <a href=\"https:\/\/blogs.ubc.ca\/earlychildhoodintervention1\/files\/2012\/02\/ECI_Glossary.pdf\" target=\"_blank\">Glossary<\/a>) is a disorder where children experience seizures (Fig. 1). A seizure is abnormal electrical activity in the brain, that may cause convulsions. The cause is unknown but seizures can occur for many reasons. Epilepsy is a physical condition characterized by sudden brief changes in how the brain works. Epilepsy is a disorder, not a disease. Epilepsy is usually controlled, but not cured, with medication, although surgery may be considered in difficult <a href=\"http:\/\/www.epilepsy.ca\/en-CA\/Epilepsy-Canada.html\" target=\"_blank\">cases<\/a>.<\/p>\n<p><a href=\"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/files\/2011\/02\/The-anatomy-of-the-brain.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-1214 size-medium\" src=\"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/files\/2011\/02\/The-anatomy-of-the-brain-300x225.jpg\" alt=\"The anatomy of the brain\" width=\"300\" height=\"225\" srcset=\"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/files\/2011\/02\/The-anatomy-of-the-brain-300x225.jpg 300w, https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/files\/2011\/02\/The-anatomy-of-the-brain.jpg 649w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a><\/p>\n<h5 style=\"text-align: center;\">Figure 1. The Anatomy of the Brain<\/h5>\n<h3>Description<sup>1<\/sup><\/h3>\n<p><a href=\"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/files\/2011\/02\/Brain.png\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-medium wp-image-1212\" src=\"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/files\/2011\/02\/Brain-300x181.png\" alt=\"Brain\" width=\"300\" height=\"181\" srcset=\"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/files\/2011\/02\/Brain-300x181.png 300w, https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/files\/2011\/02\/Brain.png 862w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a><\/p>\n<h5 style=\"text-align: center;\">Figure 2.\u00a0Part of the Brain<\/h5>\n<p style=\"text-align: left;\">Seizures are classified depending on the area of the brain affected and the behaviors (Fig. 2) that happen during the seizure. Seizures vary depending on how they affect the brain. They are either generalized seizures or partial seizures (Fig. 3). Generalized seizures affect the whole brain and usually cause a loss of consciousness.<\/p>\n<p style=\"text-align: left;\"><a href=\"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/files\/2011\/02\/Tonic-clonic.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-thumbnail wp-image-1215\" src=\"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/files\/2011\/02\/Tonic-clonic-150x150.jpg\" alt=\"Tonic-clonic\" width=\"150\" height=\"150\" srcset=\"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/files\/2011\/02\/Tonic-clonic-150x150.jpg 150w, https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/files\/2011\/02\/Tonic-clonic.jpg 200w\" sizes=\"auto, (max-width: 150px) 100vw, 150px\" \/><\/a><\/p>\n<h5 style=\"text-align: center;\">Figure<strong> 3. Partial Seizure<\/strong><\/h5>\n<p>&nbsp;<\/p>\n<p>Generalized seizures include these forms:<\/p>\n<ul>\n<li>Tonic-clonic (or \u201cgrand mal\u201d) seizures &#8211; the child experiences a loss of consciousness and violent muscle contractions (Fig. 4);<\/li>\n<\/ul>\n<p><a href=\"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/files\/2011\/02\/grand-mal-seizure.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-medium wp-image-1216\" src=\"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/files\/2011\/02\/grand-mal-seizure-300x240.jpg\" alt=\"grand-mal-seizure\" width=\"300\" height=\"240\" srcset=\"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/files\/2011\/02\/grand-mal-seizure-300x240.jpg 300w, https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/files\/2011\/02\/grand-mal-seizure.jpg 400w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a><\/p>\n<h5 style=\"text-align: center;\">Figure 4. Grand Mal Seizure<\/h5>\n<ul>\n<li>Absence(or \u201cpetit mal\u201d) seizures &#8211; the child loses consciousness of their activity for a very brief moment.<\/li>\n<li><a title=\"Myoclonic seizures: Usually presents with rapid muscle jerks. These may be caused by: \u2022Benign (non-epileptic myoclonus): similar to the jerks one has when falling asleep. \u2022 Benign myoclonic epilepsy: A rare disorder that starts between 4 months and 2 years \u2022Severe myoclonic epilepsy: A disorder that results in chronic progressive brain damage \u2022Lenox-Glastaut syndrome: A severe epileptic disorder, associated with atypical absence (atonic and myoclonic), slow spike wave complexes on EEG, and mental retardation.\">Myoclonic seizures<\/a><sup>2<\/sup> (see full <a href=\"https:\/\/blogs.ubc.ca\/earlychildhoodintervention1\/files\/2012\/02\/ECI_Glossary.pdf\" target=\"_blank\">Glossary<\/a>) \u2013 the child experiences involuntary muscle jerks caused by the seizures. These seizures may indicate the presence of other, more complex conditions or disorders.<\/li>\n<li>Atomic (or \u201cdrop\u201d) seizures \u2013the child loses muscle tone.<\/li>\n<\/ul>\n<p>Partial seizures affect specific areas of the brain. Partial seizures include these <a href=\"http:\/\/www.childbrain.com\/seizure1.shtml\" target=\"_blank\">forms<\/a>:<\/p>\n<ul>\n<li>Simple partial seizures \u2013 with no loss of consciousness; children may experience changes in their vision, hearing, sense of smell and taste; these changes in their senses are called <em>somosensory symptons<\/em>. Children may also experience changes in their blood pressure, and nausea; these are known as <em>autonomic symptoms,<\/em> because they are related to the autonomic nervous system (Fig. 5). This system is in charge of heart and blood circulation, lungs and breathing functions and stomach and digestive functions.<\/li>\n<\/ul>\n<p><a href=\"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/files\/2011\/02\/Spinal-Cord-and-Spinal-Nerves.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-medium wp-image-1217\" src=\"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/files\/2011\/02\/Spinal-Cord-and-Spinal-Nerves-300x154.jpg\" alt=\"Spinal Cord and Spinal Nerves\" width=\"300\" height=\"154\" srcset=\"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/files\/2011\/02\/Spinal-Cord-and-Spinal-Nerves-300x154.jpg 300w, https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/files\/2011\/02\/Spinal-Cord-and-Spinal-Nerves.jpg 500w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a><\/p>\n<h5 style=\"text-align: center;\">Figure 5. Spinal Cord and Spinal Nerves<\/h5>\n<ul>\n<li>Children may also experience uncontrolled movements, or motor symptoms; and psychicsymptoms, where their cognitive skills get altered (e.g., attention, memory); these symptoms are related to their central nervous system (Fig. 6).<\/li>\n<\/ul>\n<p><a href=\"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/files\/2011\/02\/Nervous_system_diagram.png\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-medium wp-image-1218\" src=\"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/files\/2011\/02\/Nervous_system_diagram-181x300.png\" alt=\"Nervous_system_diagram\" width=\"181\" height=\"300\" srcset=\"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/files\/2011\/02\/Nervous_system_diagram-181x300.png 181w, https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/files\/2011\/02\/Nervous_system_diagram-620x1024.png 620w, https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/files\/2011\/02\/Nervous_system_diagram.png 632w\" sizes=\"auto, (max-width: 181px) 100vw, 181px\" \/><\/a><\/p>\n<h5 style=\"text-align: center;\">Figure 6. Central Nervous System<\/h5>\n<ul>\n<li>Complex partial seizures\u2013 children who have complex partial seizures experiences the same things as in a simple partial but with loss of consciousness. This type of seizure may start as a simple partial seizure or become a complex seizure after the onset); these may also become generalized seizures later on.<\/li>\n<li>Seizures impact on children\u2019s development in different ways; for example, depending on the area of the brain affected and the severity, duration and frequency of the seizures.<\/li>\n<\/ul>\n<h3><a href=\"https:\/\/blogs.ubc.ca\/earlychildhoodintervention3\/\" target=\"_blank\">Intervention Options<\/a><\/h3>\n<ul>\n<li>Medication: Epilepsy is usually treated with anti-convulsant drugs\/<a title=\"Antiepileptic drugs decrease membrane excitability, increase postsynaptic inhibition or alter synchronization of neural networks to decrease excessive neuronal excitability associated with seizure development. Common side effects of decreasing neuronal excitability, however, are slowed motor and psychomotor speed, poorer attention and mild memory impairment (Meador, 2005).\">antiepileptic drugs<\/a> (see full <a href=\"https:\/\/blogs.ubc.ca\/earlychildhoodintervention1\/files\/2012\/02\/ECI_Glossary.pdf\" target=\"_blank\">Glossary<\/a>) to control or stop the seizures.<\/li>\n<\/ul>\n<p>Recent studies have found that anti-convulsant medications<sup>3<\/sup> have severe side effects for children, especially in their cognitive development.<\/p>\n<ul>\n<li>Consultants in the<a href=\"https:\/\/blogs.ubc.ca\/earlychildhoodintervention3\/category\/3-2-the-i-professionals\/\" target=\"_blank\"> IDP<\/a>\/<a href=\"http:\/\/www.aidp.bc.ca\/\" target=\"_blank\">AIDP<\/a> and <a href=\"http:\/\/www.scdp.bc.ca\/\" target=\"_blank\">SCD<\/a>\/<a href=\"http:\/\/www.ascdp.bc.ca\/\" target=\"_blank\">ASCD<\/a>:\u00a0The development of children with epilepsy needs to be closely monitored; they may be referred to <a href=\"http:\/\/www.develop.bc.ca\/programs\/infant-development-program.html\" target=\"_blank\">IDP<\/a>\/<a href=\"http:\/\/www.aidp.bc.ca\/\" target=\"_blank\">AIDP<\/a> as soon as the condition is identified.\u00a0 At age three, if they attend a center-based program, they may be referred to receive services from <a href=\"http:\/\/www.scdp.bc.ca\/\" target=\"_blank\">SCD<\/a>\/<a href=\"http:\/\/www.ascdp.bc.ca\/\" target=\"_blank\">ASCD<\/a> consultants.<\/li>\n<li><a href=\"https:\/\/blogs.ubc.ca\/earlychildhoodintervention3\/2012\/01\/30\/therapists-mental-health\/\" target=\"_blank\">Mental health<\/a>: Children may need mental health services, such as <a href=\"https:\/\/blogs.ubc.ca\/earlychildhoodintervention3\/category\/3-1-the-c-professionals\/\" target=\"_blank\">counseling<\/a> or <a href=\"https:\/\/blogs.ubc.ca\/earlychildhoodintervention3\/2012\/01\/30\/psychiatrist\/\" target=\"_blank\">psycho-therapy<\/a>.<\/li>\n<li>Academic preparation (e.g., <a href=\"https:\/\/blogs.ubc.ca\/earlychildhoodintervention3\/category\/3-2-the-r-professionals\/\" target=\"_blank\">Learning Assistance Teacher or Support<\/a>): Children with epilepsy may need help getting ready for school because seizures may affect their cognitive skills and\/or academic performance. These children may require special adaptation for different activities; for example, not engaging in PE activities that require climbing to high altitude or monitoring use of computers because light stimulation from monitors may induce seizures.<\/li>\n<\/ul>\n<p>To learn about epilepsy in the middle childhood years, please visit the <a href=\"https:\/\/blogs.ubc.ca\/middlechildhoodintervention2\/category\/2-1-children-with-nervous-system-disorders-epilepsy\/\" target=\"_blank\">six to 12 part of this course<\/a>.<\/p>\n<h5>1. Mayo Clinic <a href=\"http:\/\/www.mayoclinic.com\/\" target=\"_blank\">http:\/\/www.mayoclinic.com\/<\/a><br \/>\n2. Child Brain: <a href=\"http:\/\/www.childbrain.com\/seizure1.shtml\" target=\"_blank\">http:\/\/www.childbrain.com\/seizure1.shtml<\/a><br \/>\n3. Phenobarbital (Luminal, Solfoton) and traditional benzodiazepines are associated with the greatest risk of cognitive side effects.<\/h5>\n","protected":false},"excerpt":{"rendered":"<p>Epilepsy (see full Glossary) is a disorder where children experience seizures (Fig. 1). A seizure is abnormal electrical activity in the brain, that may cause convulsions. The cause is unknown but seizures can occur for many reasons. Epilepsy is a physical condition characterized by sudden brief changes in how the brain works. Epilepsy is a [&hellip;]<\/p>\n","protected":false},"author":430,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[221357],"tags":[],"class_list":["post-85","post","type-post","status-publish","format-standard","hentry","category-2-1-children-with-nervous-system-disorders-children-with-epilepsy"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/wp-json\/wp\/v2\/posts\/85","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/wp-json\/wp\/v2\/users\/430"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/wp-json\/wp\/v2\/comments?post=85"}],"version-history":[{"count":40,"href":"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/wp-json\/wp\/v2\/posts\/85\/revisions"}],"predecessor-version":[{"id":1224,"href":"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/wp-json\/wp\/v2\/posts\/85\/revisions\/1224"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/wp-json\/wp\/v2\/media?parent=85"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/wp-json\/wp\/v2\/categories?post=85"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/earlychildhoodintervention2\/wp-json\/wp\/v2\/tags?post=85"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}