A model-based approach to understanding school status of students with epilepsy

This study constitutes a preliminary test of a theoretical model proposed by Sexson and Madan-Swain to explain the school status of students with epilepsy. Sixty-six classroom teachers participated in the study, as did 74 of their students with epilepsy. Three predictor variables-teachers' attitude towards persons with epilepsy, teachers' training in instructing students with epilepsy, and students' seizure frequency-were examined. Consistent with the model, the three variables collectively predicted attendance (F = 54.48, p < .001, R2 = 0.70), reading (F = 21.40, p < .001, R2 = .48), math (F = 12.61, p < .001, R2 = 0.35), writing (F = 12.61, p < .001, R2 = 0.35), and special education usage (χ2 = 30.96, p < .001). Moreover, both seizure frequency and teachers' attitude, but not teachers' training, uniquely predicted some outcome variables. Limitations and potential advantages of the model are discussed.

► The school status of students with epilepsy is understudied. ► Based on a theoretical model, we studied 74 students with epilepsy. ► The theoretical model was supported using multivariate statistics. ► Seizure frequency and teachers' attitudes were successful predictors.