B-54: Early Executive Functioning Deficits and the Impact of Cognitive Interventions on Academic Outcomes in Pediatric Epilepsy

Abstract

Objective: To examine the prevalence of cognitive and academic difficulties in children and adolescents with epilepsy and evaluate the efficacy of behavioral and technology-based interventions, specifically the Epilepsy Journey program and Computerized Cognitive Training (CCT), in addressing these vulnerabilities. Method/Data Selection: A review of psychological literature and clinical intervention trials was conducted using informal procedures. Data sources focused on studies examining cognitive deficits at the time of diagnosis and trials evaluating digital or behavioral rehabilitation. Selection criteria targeted research involving pediatric populations with epilepsy, specifically looking at executive functioning, memory, and attention outcomes. Several studies and intervention programs, including Cogmed and the Epilepsy Journey, were identified and reviewed for their clinical findings and feasibility. Results/Data Synthesis: Neuropsychological evidence indicates that deficits in Executive Functioning (EF), attention, memory, and language often emerge early and independent of seizure frequency (Hermann et al., 2006; Chaix et al., 2005). Reading impairments and academic underachievement are linked to phonological processing and verbal memory deficits (Chaix et al., 2005). The Epilepsy Journey program demonstrated improvements in organization, planning, and emotional regulation (Gutierrez-Colina, 2022). Furthermore, CCT and mobile training platforms enhanced working memory and inhibitory control without increasing seizure risk (Glynn et al., 2021; Modi et al., 2021; Tapia et al., 2022). However, translating these performance-based gains into real-world academic success remains a significant challenge. Conclusions: Early identification of EF deficits and the implementation of tailored cognitive interventions can mitigate long-term functional impairments. These findings support a shift toward comprehensive neurocognitive management. Future research should explore optimal integration methods for technology-based interventions to improve the generalization of skills to everyday academic and social contexts.