Epilepsy
Conditions
Keywords
Epilepsy
Brief summary
To compare in-person to remote video assessments in children to determine the reliability of remote evaluations for future neuropsychological assessments and set a precedent for future investigations.
Interventions
BEHAVIORALIn-Person Testing
Participants will be randomly assigned to have either in-person testing of the DAYC-2 conducted. They will then cross over into the other testing condition approximately 3 weeks after their first assessment.
BEHAVIORALRemote Testing
Participants will be randomly assigned to have either remote testing of the DAYC-2 conducted. They will then cross over into the other testing condition approximately 3 weeks after their first assessment.
Sponsors
Stanford University
Study design
Allocation
RANDOMIZED
Intervention model
CROSSOVER
Primary purpose
OTHER
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
18 Years to 55 Years
Healthy volunteers
No
Inclusion criteria
1. Parents able to provide informed consent for themselves and their child 2. Access to computer and reliable internet connection for remote testing 3. Child of women with epilepsy who was taking antiseizure medications during the pregnancy of the child being enrolled into the current study 4. Child between the ages of 24 months and 30 months of age 5. Primary language is English
Exclusion criteria
1. Child unable to complete the cognitive assessment (e.g., expected IQ\<70) 2. Child with a major medical condition (e.g., epilepsy, diabetes, heart disease, active cancer) 3. Child who use centrally active medications
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Developmental Assessment of Young Children-2nd edition (DAYC-2) Standard Scores of the Communication Domain as a Measure of Direct Comparison of the 2 Testing Conditions. | Change from the first, baseline assessment to the second assessment, 21 days later. | Standardized Scores of DAYC-2 Communication Domain at end of each period for each intervention (i.e., in-person testing and remote testing). The standard score indicates the deviation away from a reference population. A standard score of 100 is equal to the mean. Numbers less than 100 indicate poor cognitive performance compared to the mean and numbers greater than 100 represent higher cognitive performance compared to the mean. |
Outcome results
None listed