Developmental perspectives on optimizing educational and vocational outcomes in child and adult survivors of cancer

Rey‐Casserly, Celiane; Meadows, Mary Ellen

doi:10.1002/ddrr.31

Cited by 22 publications

(18 citation statements)

References 51 publications

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“…The goal for neurocognitive interventions for children treated for leukemia must promote developmental and adaptive progress and address skill or functional deficits. [35] Interventions should focus not only on remediating a single skill deficit but also problem solving strategies and establish a context that facilitates optimal adjustment.…”

Section: Introductionmentioning

confidence: 99%

Mathematics intervention for prevention of neurocognitive deficits in childhood leukemia

Moore

Hockenberry

Anhalt

et al. 2011

Pediatric Blood & Cancer

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Background Despite evidence that CNS treatment is associated with cognitive and academic impairment, interventions to prevent or mitigate these problems are limited. The purpose was to determine if early intervention can prevent declines in mathematics abilities. Procedures Fifty-seven children with ALL were enrolled and randomized to a Mathematics Intervention or Standard Care. Subjects completed neurocognitive assessments prior to the intervention, post intervention, and one year later. Parents received written results and recommendations for use with their school. The Mathematics Intervention was based on Multiple Representation Theory and delivered individually over one year. Results Thirty-two of 57 subjects completed the study and were included in data analyses. These 32 subjects completed all neurocognitive assessments and, for those in the intervention group, 40–50 hours of the mathematics intervention. There were no group differences on relevant demographic variables; risk stratification; number of intrathecal methotrexate injections or high dose systemic methotrexate. Significant improvements in calculation and applied mathematics from baseline to post-intervention (p = 0.003 and 0.002, respectively) and in visual working memory from baseline to one year follow-up (p = 0.02) were observed in the Intervention but not the Standard Care group. Results from repeated measures ANOVA demonstrated significant between group differences for applied mathematics (F[2, 29] 12.47, p<0.001) and visual working memory (F[2 29]= 5.53, p=0.009). Conclusions The Mathematics Intervention improved mathematics abilities and visual working memory compared to standard care. Future studies are needed to translate the Mathematics Intervention into a “virtual” delivery method more readily available to parents and children.

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Section: Introductionmentioning

confidence: 99%

Mathematics intervention for prevention of neurocognitive deficits in childhood leukemia

Moore

Hockenberry

Anhalt

et al. 2011

Pediatric Blood & Cancer

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“…El enfoque evolutivo del daño cerebral infantil intenta comprender el impacto que tiene el cáncer y sus tratamientos en un cerebro en desarrollo (no estático) y los múltiples factores que pueden afectar a los resultados. Este enfoque tiene en cuenta aspectos biológi-cos (cerebro en desarrollo), contextuales (escuela y familia) y de desarrollo (etapas evolutivas) (6,26) .…”

Section: Estrategias De Rehabilitaciónunclassified

“…En la rehabilitación de secuelas se precisa la actuación coordinada del hospital y de los servicios especializados, pero también de la escuela y de la familia. Para ello se necesitan equipos interdisciplinares que, además de aplicar tratamientos médicos, ofrezcan programas de rehabilitación desde el ámbito médico (fisioterapia, terapia visual, psicofarmacología, logopedia…), psicológico (neuropsicología, psicología clínica), educativo (educación especial, dificultades de aprendizaje…), y social (apoyo en las minusvalías) (6) .…”

Section: Introductionunclassified

Rehabilitación neuropsicológica en niños con tumores del sistema nervioso central y lecucemias irradiadas

Barahona

Castro

Cañete³

et al. 2012

Psicooncología

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ResumenActualmente la intervención e investigación en psicooncología pediátrica se dirige hacia la evaluación de las consecuencias de la enfermedad y los efectos secundarios de los tratamientos, y a los factores predictivos tanto de desajustes como de aspectos adaptativos a la enfermedad del paciente y de su familia. Las tasas de curación alcanzadas en la actualidad, nos permiten contar con un número considerable de supervivientes de cáncer infantil, susceptibles de ser evaluados y poder determinar así las secuelas a largo plazo de la enfermedad y sus procedimientos terapéuticos. Además de incrementar considerablemente la supervivencia, también se ha mejorado la calidad de vida de los niños, mediante el tratamiento de soporte que amortigua notablemente los efectos secundarios de los tratamientos y su toxicidad, permitiendo de este modo, junto con la intervención temprana de los equipos multidisciplinares, que el niño mantenga continuidad con sus actividades habituales, aún estando en el periodo de tratamiento. Durante la última década, diversos estudios ponen de manifiesto la ausencia de diferencias significativas entre niños enfermos oncológicos, en relación a la población de niños sanos, en cuanto al funcionamiento psicosocial se refiere. No obstante, los pacientes afectos de Abstract Nowadays, intervention and research in pediatric psychooncology is leading towards evaluation of neoplastic disease and treatment consequences, as well as predictive factors of adaptative aspects related to disease and family. High rates of survival in pediatric oncology imply an important number of pediatric cancer survivors, whose psychological and neuropsychological evaluation is crucial to determine long term sequelae. Quality of survival has also improved considerably due to improvements in supportive treatment along years, decreasing acute side effects. This fact as well as early intervention by multidisciplinary teams let the child continue his/her daily activities, even during oncologic treatment. In the last decade, several studies have shown the absence of significative differences between cancer patients and their peers, as far as social functioning is concerned. Nevertheless, patients with brain tumors and leukemias treated with radiotherapy/intrathecal chemotherapy are a risk group that required a specific evaluation and treatment.

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“…The etiology of these impairments is multifaceted and includes interactions between the host, tumor, and therapy employed . Developmentally appropriate rehabilitation and remediation are recommended for survivors with neurocognitive impacts, and most such interventions are necessary in the school/classroom environment …”

Section: Introductionmentioning

confidence: 99%

Schooling in survivorship: Understanding caregiver challenges when survivors return to school

et al. 2019

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Objective Schooling after treatment can hold challenges for survivors of childhood cancer and caregivers who may need to act as advocates on their behalf. This study seeks to understand caregiver experiences of survivor's school‐related challenges. This understudied area is critical given the 85% survivor rate for those diagnosed with childhood cancer and the disproportionate risk of learning difficulties faced by those with brain tumor or who receive therapy that targets the central nervous system. Methods Affected caregivers participated in open‐ended interviews addressing school experiences during survivorship. Following preliminary analysis using a grounded theory approach, interviewees and other stakeholders from education, medical, and foundation communities participated in focus groups. Member‐check activities explored the validity of identified themes and a model derived from interview data describing schooling challenges during survivorship. Results Caregivers reported schooling‐related experiences were often stressful and such stressors recurred during survivors' ongoing education. They reported a lack of appropriate knowledge among themselves, school staff, and clinicians about issues their survivor faced as well as concerns about communication and uncertainties about the processes required to attain appropriate services. These themes of knowledge, communication, and process issues were embedded within family approaches to coping with difficulties as well as the specific types of late effects each survivor faced. Conclusions The proposed model and clinical implications provide a foundation for future research and intervention development. Such work is needed to more effectively support survivors and their caregivers with difficulties that arise during schooling following treatment for childhood cancer.

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Developmental perspectives on optimizing educational and vocational outcomes in child and adult survivors of cancer

Cited by 22 publications

References 51 publications

Mathematics intervention for prevention of neurocognitive deficits in childhood leukemia

Mathematics intervention for prevention of neurocognitive deficits in childhood leukemia

Rehabilitación neuropsicológica en niños con tumores del sistema nervioso central y lecucemias irradiadas

Schooling in survivorship: Understanding caregiver challenges when survivors return to school

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