Evidence-Based Practice for the Clinical Assessment of Psychogenic Nonepileptic Seizures: A Report From the American Neuropsychiatric Association Committee on Research

2020 ◽  
pp. appi.neuropsych
Author(s):  
Gaston Baslet ◽  
Sepideh N. Bajestan ◽  
Selma Aybek ◽  
Mandana Modirrousta ◽  
Jason Price D.Clin.Psy. ◽  
...  
2017 ◽  
Vol 37 (06) ◽  
pp. 624-631 ◽  
Author(s):  
Gaston Baslet ◽  
Barbara Dworetzky

AbstractPsychogenic nonepileptic seizures (PNES) are the most common type of functional neurological symptom disorders and are frequently diagnosed in tertiary care epilepsy monitoring units. These are associated with significant decline in social functioning and quality of life. The majority of patients with PNES are women, outnumbering men by a ratio of 3:1. Female sex preponderance occurs after puberty and usually before the age of 55 years. Many of the psychiatric risk factors in PNES (depression, anxiety, history of traumatic experiences, other somatic symptom disorders) are more common in women and may partially account for the difference in sex prevalence. Neurobiological and neurohumoral mechanisms may also play a role, but our understanding is limited at this point. In this review, we present information on epidemiology and risk factors, neurobiological and psychological mechanisms, clinical approach to diagnosis, evidence-based treatment, and long-term outcomes. We highlight findings related to differences between women and men in PNES. Most of these data are not decisive and require further corroboration. While the disorder may be more frequently suspected in women, all patients with suspected PNES deserve an objective and thorough investigation of their symptoms. Early and accurate identification of this disorder should be a priority, especially as evidence-based treatments, which may lead to improved outcomes, are increasingly available.


Author(s):  
David K. Chen ◽  
W. Curt LaFrance

Nonepileptic events (NEE) represent important differential diagnoses in patients with neurobehavioral paroxysms, especially those with apparent drug-resistant epilepsy. Errant recognition of NEE may not only subject the patient to potential complications of unnecessary epilepsy treatment, but delay the delivery of treatment that properly addresses the underlying pathology. For many patients with NEE, such as those with the conversion disorder psychogenic nonepileptic seizures (PNES) or with physiologic NEE (e.g., cardiac-induced syncope), delays in the provision of proper treatment have been shown to be associated with significant morbidity. This review focuses on clinical evaluations aiming to enhance the recognition of the different etiologies of NEE and distinguish between NEE and epilepsy, as well as between NEE of varying pathologies. Evidence-based treatments and management of NEE, particularly those pertaining to PNES, will also be discussed.


2020 ◽  
Vol 29 (2) ◽  
pp. 688-704
Author(s):  
Katrina Fulcher-Rood ◽  
Anny Castilla-Earls ◽  
Jeff Higginbotham

Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al. 2018). SLPs were asked questions regarding their definition of EBP, the value of research evidence, contexts in which they implement scientific literature in clinical practice, and the barriers to implementing EBP. Results SLPs' definitions of EBP differed from current definitions, in that SLPs only included the use of research findings. SLPs seem to discuss EBP as it relates to treatment and not assessment. Reported barriers to EBP implementation were insufficient time, limited funding, and restrictions from their employment setting. SLPs found it difficult to translate research findings to clinical practice. SLPs implemented external research evidence when they did not have enough clinical expertise regarding a specific client or when they needed scientific evidence to support a strategy they used. Conclusions SLPs appear to use EBP for specific reasons and not for every clinical decision they make. In addition, SLPs rely on EBP for treatment decisions and not for assessment decisions. Educational systems potentially present other challenges that need to be considered for EBP implementation. Considerations for implementation science and the research-to-practice gap are discussed.


2010 ◽  
Vol 20 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Anne K. Bothe

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.


2008 ◽  
Vol 18 (1) ◽  
pp. 37-42 ◽  
Author(s):  
Margaret Leahy

Abstract Educating students and informing clinicians regarding developments in therapy approaches and in evidence-based practice are important elements of the responsibility of specialist academic posts in universities. In this article, the development of narrative therapy and its theoretical background are outlined (preceded by a general outline of how the topic of fluency disorders is introduced to students at an Irish university). An example of implementing narrative therapy with a 12-year-old boy is presented. The brief case description demonstrates how narrative therapy facilitated this 12-year-old make sense of his dysfluency and his phonological disorder, leading to his improved understanding and management of the problems, fostering a sense of control that led ultimately to their resolution.


Sign in / Sign up

Export Citation Format

Share Document