Transition Tools: Adolescents

AES offers two practice tools that were developed for adolescent epilepsy patients. The tools are intended for clinicians to use in developing and implementing a process for the successful transition of an adolescent epilepsy patient into adult epilepsy care and are meant to be for discussion but are not required. 
The process of proper transition takes years of development, discussion, and implementation with the patient and their family. The tool begins with recommendations that start between the ages of 10 to 13 years. Each year, certain items are reinforced while introducing and discussing new topics. The goal of the later portion of the transition is to involve the adult epilepsy provider who will eventually assume sole care of the patient. The overlapping involvement by both the pediatric and adult epilepsy provider is paramount for a successful transition.  Optimal communication between the different providers and the patient care team is essential. The practice tool serves as an outline to assist in accomplishing this goal and is excerpted from Epilepsy Currents.  

Adolescent without significant developmental disability (plan for independence)
Adolescent with significant developmental disability (independence unlikely)

Approval process: Approval is obtained from at least one of the 4 Council for Clinical Activities (CCA) committees, then circulated to CCA and the Board of Directors for approval.

Disclaimer: AES is providing this document without representations or warranties of any kind and for information only, and it is not intended to suggest how a specific patient should receive medical treatment.  Determination of whether and/or how to use all or any portion of this document is to be made in your sole and absolute discretion.  No part of this document constitutes medical advice.  As a clinician, your knowledge of the individual patient and judgment about what is appropriate and helpful to them should be used in making clinical decisions.


* Practice Tools (Fact Sheets, Frequently Asked Questions) are less restrictive than a checklist, with no perception that something has to be done.  These are at the bottom of the hierarchy of practice-related documents with regard to rigorous process. “Things to Consider” is one example of a practice tool.  Information listed is to help you do your job, not tell you what to do. Practice tools should not be interpreted as the ‘standard of care’.