Teachers' ratings of the academic performance of children with epilepsy

Jennifer M. Katzenstein, Philip S. Fastenau, David W. Dunn, Joan K. Austin

Research output: Contribution to journalArticlepeer-review

22 Scopus citations


The present study examined how knowledge of a child's seizure condition is related to teachers' assessment of the child's academic ability. Children with epilepsy were divided into two groups based on teachers' awareness of the children's seizure condition (Label). The children's achievement was assessed using the Woodcock Johnson Tests of Achievement-Revised (WJ-R), and the teacher's ratings were obtained from the Child Behavior Checklist Teacher Report Form (TRF) (Source). A 2 (Source) × 2 (Label) mixed-design analysis of covariance (controlling for IQ and how well the teacher knew the child) revealed a significant interaction, F(1, 121) = 4.22, P = 0.04. For the WJ-R there was no effect of Label on Achievement, but on the TRF lower scores were observed for children who were labeled. These results support the hypothesis that some teachers might underestimate the academic abilities of children with epilepsy.

Original languageEnglish (US)
Pages (from-to)426-431
Number of pages6
JournalEpilepsy and Behavior
Issue number3
StatePublished - May 2007
Externally publishedYes


  • Achievement
  • Child
  • Cognition
  • School
  • Seizures

ASJC Scopus subject areas

  • Neurology
  • Clinical Neurology
  • Behavioral Neuroscience


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