Childhood survivors of central nervous system (CNS) cancers (defined as cancers whose diagnosis or treatment affect the CNS) are at increased risk for educational related difficulties, as are children affected by neurofibromatosis type 1. This study evaluated the effectiveness of and satisfaction with a model of psychoeducation, consultation, and advocacy provided by a School Liaison Program (SLP) for families and schools of children with CNS-involved cancers compared with a control group of parents of children with a diagnosis of neurofibromatosis type 1 who did not receive school-based services. Results indicated significant between-group differences in parents' belief that their child is meeting academic potential, with parents who received SLP services reporting greater satisfaction with their child's progress, better understanding of their child's learning needs, and an increased ability to access school supports. The strong, positive impact associated with the consultation, psychoeducation, and parental advocacy training provided by the SLP suggests that a similar model of care would potentially benefit other groups of children whose neurocognitive functioning is compromised by chronic medical conditions.

Educational difficulties are common for childhood survivors of central nervous system (CNS) cancers. Children who have been treated for brain tumors and those who have received treatments involving the CNS are at increased risk of developing neurocognitive late effects including difficulties with attention, executive functioning, speed of processing, and academic functioning. These children are also at risk for difficulties with social functioning and social isolation. This hospital's School Liaison Program (SLP) provides ongoing psychoeducation, advocacy, and consultation services for parents, schools, and medical staff to address the educational needs associated with the late effects of treatment for pediatric CNS-involved patients. This article provides an overview of the SLP model of care and discusses parent-perceived quality and program effectiveness. In general, parents attributed SLP involvement to improved academic performance, home-school communication, and school-level understanding of unique student cognitive profiles and learning needs.

Childhood survivors of central nervous system (CNS) cancers are at risk for cognitive and physical late effects that can negatively influence their school functioning. Although many hospital-based programs assist in school re-entry for pediatric cancer patients, few address the long-term academic needs of this population. This study examined parent-reported outcomes associated with participation in a hospital-based school liaison program (SLP) to address the long-term needs of survivors of pediatric CNS cancers. Participants included 93 parents (91% mothers, 94% Caucasian) of children enrolled in a hospital-based SLP. Parents completed measures of SLP services received and their perceptions of their own ability to navigate and understand the special education system, including perceived understanding of their children's learning needs, confidence in their own ability to advocate, belief in being informed of available services, difficulty obtaining school supports, and belief that a child is meeting his or her academic potential. Univariate logistic regressions showed that longer time spent receiving SLP services, having an SLP clinician participate at school meetings, and having an SLP clinician visit a patient's school were uniquely associated with numerous positive parent-perceived outcomes. Understanding outcomes associated with participation in programs that support collaborations between a child's home,

Cerebellar mutism (also known as posterior fossa syndrome) is a relatively common complication of posterior fossa surgery for primary brain tumors in children. Many children with cerebellar mutism experience long-term adverse neurological, cognitive, and psychological sequelae and require extensive interdisciplinary support. This study illustrates a typical case of cerebellar mutism in a child after resection of medulloblastoma, followed by a review of associated symptoms, clinical course, and modulating factors. Additionally, recommendations for providing educational support to children with cerebellar mutism are explored.

No abstract