Mathematics skills in children with genetic generalized epilepsy: Cognitive and clinical correlates. Preliminary results

Impairments in mathematics have been found in children with Genetic Generalized Epilepsy (GGE), yet little is known about the underpinnings of these difficulties. The aim of this study was to investigate basic numeracy and secondary mathematics skills in GGE and explore cognitive and clinical correlates that relate to those skills. Nineteen children with GGE and 22 typically developing controls aged 8–16 years completed a neuropsychological battery which assessed: (i) basic numeracy skills: non-symbolic and symbolic magnitude comparison; (ii) secondary mathematics skills: calculation, reasoning, and fluency; and (iii) cognitive skills: intelligence, fluid reasoning, processing speed, and working memory. Epilepsy clinical factors (age of epilepsy onset, duration of epilepsy, number of anti-seizure medications) were also recorded. Children with GGE were impaired in select basic numeracy skills (non-symbolic magnitude comparison), and all secondary mathematics skills compared to controls. In children with GGE, the visuo-spatial central executive correlated with both basic numeracy skills. The verbal central executive correlated with mathematics reasoning. Non-verbal intelligence was related to symbolic magnitude comparison and mathematics reasoning. Fluid reasoning was correlated with non-symbolic magnitude comparison and mathematics problems solving. Epilepsy variables did not relate to mathematics outcomes. Overall, we found that children with GGE experience significant difficulties in select basic numeracy and all secondary mathematics skills. Risk factors for mathematics difficulties included reduced working memory capacity, lower intelligence and fluid reasoning. Our findings suggest that children with GGE may require accommodation for limited central executive working memory capacity in combination with academic supports for poor mathematics skills.