Childhood Absence Epilepsy: A Historical-Cultural Neuropsychological Approach

The chapter seeks to present historical-cultural neuropsychology, which is based on the principles of historical-cultural psychology and Luria’s neuropsychology. To exemplify the rehabilitation process from this perspective, a clinical case of a child with Childhood Absence Epilepsy was presented. Although it is considered a benign syndrome, affected children may present neuropsychological difficulties, especially in mathematics. The proposed intervention focused on strengthening visuospatial skills, which was identified as a deficit factor in his math difficulties. The intervention involved different steps and activities to promote mediation and gradual internalization of actions related to visuospatial functioning. During the process, the therapist plays a central role in guiding and regulating the activities, progressively seeking the patient to become more autonomous in regulating his own actions. The intervention approach presented aimed to strengthen this aspect of neuropsychological functioning, contributing to the overcoming of his difficulties in mathematics. Other essential factors for school performance were also considered and worked on throughout the intervention, following the systemic model. In conclusion, the historical-cultural neuropsychological approach offers a positive perspective when dealing with disability, seeking to compensate for limitations and promote development through appropriate intervention strategies.