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Electroencephalographic Evaluation of Children Without Neuropsychiatric Disturbances but With Poor School Performance

Department of Medicine, University of Crete, Iraklion

Maria Tzenaki, PhD

Department of Education, University of Crete, Rethimnon, Crete, Greece

Michael Bamboukas, PhD

Department of Education, University of Crete, Rethimnon, Crete, Greece

Manolis Giachnakis, PhD

Department of Medicine, University of Crete, Iraklion

Nikos Paritsis, MD

Department of Medicine, University of Crete, Iraklion

Manolis Prokopakis, MD

Department of Medicine, University of Crete, Iraklion

Luciano Molinari, PhD

University Child Hospital, Zurich, Switzerland

The estimation of brain function using neurophysiologic methods is of importance because, besides neuropsychiatric diseases, a variety of systemic diseases can influence brain function. Several types of brain dysfunction, resulting from many kinds of influences on the central nervous system, can cause poor school performance. Besides these dysfunctions of organic origin, there may be others that do not have an organic basis but may reflect the adverse effects of the environment. Often, the differential diagnosis between them is difficult. We performed a neurologic examination and an evaluation using the Illinois Test of Psycholinguistic Abilities and questionnaires (Eysenck and Rutter) to assess the personality of 22 poor school performers aged 10 to 12 years and 22 controls with good school performance of similar age. In order to assess the possibility of using quantitative electroencephalographic methods to evaluate nonorganic poor school performers, we estimated the power spectrum and coherence of the electroencephalographic signals at rest and their changes during motor tasks and auditory stimulation. Our results indicate that there were no signs of organicity in the group of poor school performers. (J Child Neurol 1996;11:309-312).

Journal of Child Neurology, Vol. 11, No. 4, 309-312 (1996)
DOI: 10.1177/088307389601100409


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