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目的探析癫痫患儿的认知、学习状况以及事件相关电位(ERP)P300值的变化情况。方法分析2013年12月至2015年11月在我院就诊并经脑电图及临床确诊为癫痫的63例患儿(观察组)的临床资料。另外同期选取63例健康儿童作为本次研究的对照组。比较两组儿童的基线资料、ERP P300的潜伏期及波幅以及学习障碍筛查量表(PRS)的得分情况,并相关性分析ERP P300与PRS量表间的关系。结果两组儿童的基线资料无显著差异(P>0.05)。观察组患儿的ERP P300的潜伏期明显长于对照组(P<0.05),而两组间的P300波幅无显著差异(P>0.05)。观察组患儿的PRS量表非言语得分、言语得分以及总分均明显比对照组低(P<0.01)。观察组患儿的ERP P300潜伏期与PRS量表的非言语得分、言语得分、总分间均呈负相关性(P<0.05),而波幅与PRS量表各得分间无显著相关性(P>0.05)。结论癫痫患儿认知学习能力受损,ERP P300能以脑电形式较客观地对此类患儿认知学习情况进行及早反映。
Objective To investigate the changes of cognition, learning status and event-related potentials (ERP) P300 in children with epilepsy. Methods Clinical data of 63 children (observation group) who were treated in our hospital from December 2013 to November 2015 and who had EEG and clinically diagnosed as epilepsy were analyzed. In addition, 63 healthy children were selected as the control group in this study. The baseline data, the latency and amplitude of ERP P300, and the score of the Learning Disability Screening Scale (PRS) were compared between the two groups of children, and the correlation between the ERP P300 and the PRS scale was analyzed. Results There was no significant difference in baseline data between the two groups (P> 0.05). The latency of ERP P300 in the observation group was significantly longer than that in the control group (P <0.05), while there was no significant difference in the P300 amplitude between the two groups (P> 0.05). The non-verbal scores, verbal scores and total scores of PRS scale in observation group were significantly lower than those in control group (P <0.01). The latent period of ERP P300 in observation group was negatively correlated with the non-verbal score, verbal score and total score of PRS scale (P <0.05), while there was no significant correlation between amplitude and PRS scale (P> 0.05). Conclusion Cognitive learning ability of children with epilepsy is impaired. ERP P300 can objectively reflect the cognitive learning of these children in the form of EEG.