Understanding Seizure Types
Absence Seizures
A short pause or vacant stare can be easy to overlook. Absence seizures briefly interrupt consciousness and may cause someone to miss part of an activity or conversation.
About this information
Epilepsy Ontario regularly reviews this educational material. It cannot establish a diagnosis or replace advice, assessment or treatment from a healthcare professional. Speak with your healthcare provider about your own circumstances. Do not change prescribed treatment independently.
What is an absence seizure?
Absence seizures are generalized seizures involving networks on both sides of the brain. A person may briefly stop what they are doing and have no memory of the interruption.
“Petit mal” is an older name. Absence seizure is the current term.
Recognizing the Event
What might you notice?
A sudden pause
Someone may stop speaking midway through a sentence, pause an activity or stare without appearing connected to what is happening around them.
Small movements
The eyelids may flutter, the eyes may turn upward, or small mouth or hand movements may occur.
Understanding the Differences
Typical and atypical absences
Typical absence
The interruption begins and ends suddenly. It commonly lasts only seconds, with a rapid return to the previous activity.
The person may not realize they missed anything. Events can occur repeatedly during the day.
Atypical absence
The beginning and ending may be more gradual. Changes in muscle tone and additional movements can occur, and the event may last longer.
These seizures can occur alongside other seizure types and developmental difficulties.
A staring episode needs context.
Daydreaming, focal seizures and other conditions may resemble an absence seizure. Whether someone responds to their name or a touch cannot establish the diagnosis on its own.
Do not poke, shake or use painful stimulation to try to interrupt an episode.
Children & School
Small interruptions can add up.
Absence seizures often begin in childhood, although older people can experience them too. Repeated interruptions can make it difficult to follow lessons and conversations.
Respond with patience
Explain missed information calmly. Avoid assuming the child is ignoring instructions or choosing not to pay attention.
Ask which parts of an explanation they need repeated.
Plan with the school
Share the child’s seizure action plan with appropriate school staff and explain how their seizures may appear.
Agree on how staff will record episodes, communicate concerns and help the child catch up on missed instruction.
Practical Support
Help the person stay safe.
- Stay calm and observe what happens.
- Reduce immediate hazards, particularly near water, traffic, heat or heights.
- Avoid restraint and never place anything in the person’s mouth.
- Afterward, repeat information they may have missed.
- Follow their seizure action plan, especially if episodes cluster or change.
A familiar, brief absence with prompt recovery does not automatically require an ambulance. A prolonged episode or failure to recover needs urgent attention.
When to call 911
Call for a first known seizure, one lasting more than five minutes, repeated seizures without recovery, breathing difficulty, serious injury or another emergency sign.
Do not delay help because absence seizures are usually short. Follow any earlier emergency threshold in the person’s action plan.
Bring concerns to the healthcare team.
Write down when episodes happen, their approximate duration, any movements and how the person behaves afterward. Tell the clinician if events are becoming more frequent or affecting learning and daily activities.
Ask the healthcare team to explain the diagnosis, recommended treatment and response plan.
Further reading:
Epilepsy Foundation: absence seizures
·
Atypical absence seizures.
