PATTERNS OF ACADEMIC COMPETENCE IN ADULTS WITH EPILEPSY - A CLUSTER ANALYTIC STUDY

Cluster analysis was used in the attempt to derive a meaningful taxono my of academic competence in 117 adults with temporal lobe epilepsy. R eading, spelling and arithmetic achievement scores from the Wide Range Achievement Test-Revised were subjected to hierarchical complete link age cluster analysis, and the stability of the obtained solution was e xamined by the application of two additional clustering procedures. A six cluster solution was obtained, and tests of internal validity show ed membership in four of the clusters to be extremely stable (Moderate and Marked Reading/Spelling Underachievement, Above Average Achieveme nt, Reading/Arithmetic Underachievement), while the remaining two clus ters showed some exchange of cases (Arithmetic Underachievement, Avera ge Achievement). Modest evidence of external validity was found throug h the comparison of specific clusters to the Average Achievement group on measures of neuropsychological function, neurological and demograp hic characteristics. It is concluded that cluster analysis may be help ful in developing taxonomies of psychosocial impairment in epilepsy, a nd may facilitate an understanding of the determinants of variable qua lity of life outcomes associated with epilepsy.