Cogmed is a feasible and acceptable intervention for childhood cancer survivors. It is a viable option for survivors who do not live in close proximity to cancer care centers. Efficacy and neural correlates of change are currently being evaluated.

Early childhood is a time of remarkable growth that sets the foundation for subsequent development. Cognitive, speech and language, emotional, behavioral, and problem-solving skills begin to emerge during these years and mature on a developmental time line (Brown & Jernigan, 2012). These abilities are vital to positive long-term outcomes including academic success

Young children with cancer may be at significant risk of deficits in intellectual, adaptive, and preacademic functioning. Although our sample is biased by those who were referred for clinical evaluations, the severity of deficits highlights the potential vulnerability of young patients, even before most have entered formal school. Interventions-such as hospital-based preschool programs to increase preacademic skills-should be designed that explicitly target preschool-aged children and focus on a wide range of domains.

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