“Pediatric Neuropsychological Assessment” Examined

Bernstein, Joel E.; Weiler, Michael

doi:10.1016/b978-008043645-6/50089-6

Cited by 6 publications

(2 citation statements)

References 63 publications

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“…Developmentally referenced models of assessment in pediatric neuropsychology are critical in understanding impact of lesions in children over the life span and need to incorporate current rapid developments in neuroscience. [63][64][65] Such models are essential for understanding the impact of pediatric cancer and its treatment on the developing brain. The developmental trajectory and the impact of late effects in children treated for central nervous system cancers can vary significantly.…”

Section: Neurocognitive Late Effectsmentioning

confidence: 99%

Late Effects of Therapy for Pediatric Brain Tumor Survivors

et al. 2009

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Approximately 2 of every 3 of all pediatric patients with brain tumors will be long-term survivors. However, there is a steep cost for pediatric brain tumor survivors, and the group as a whole faces significantly more late effects than many other survivors of pediatric cancers. Most of these effects can be attributed to direct neurologic damage to the developing brain caused by the tumor and its removal, the long-term toxicity of chemotherapy, or the effects of irradiation on the central nervous system. The late effects experienced by childhood brain tumor survivors involve multiple domains. This article will review the significant late effects that occur within the medical, neurocognitive, psychosocial, and economic domains of the survivorship experience. We conclude by discussing how the late effects in different domains often coexist and can create a complex set of obstacles that pose significant challenges for a survivor of a pediatric brain tumor on a daily basis.

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Section: Neurocognitive Late Effectsmentioning

confidence: 99%

Late Effects of Therapy for Pediatric Brain Tumor Survivors

et al. 2009

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“…The authors of these studies all employed a technique called "positive predictive outcome" analysis to identify useful predictors of reading from nonuseful ones. (See Bernstein andWeiler, 2000, andGredler, 2000, for a description of this kind of analysis.) They applied this technique to a wide variety of risk factors similar to the abilities that compose the Superordinate Ability Clusters used in the present study (e.g., phonological awareness, rapid naming, print skills, and spoken language).…”

Section: Single Abilities a N D Combinations O F Abilities I N Predicting Readingmentioning

confidence: 99%

What We Know about Correlates of Reading

Hammill¹

2004

Exceptional Children

211

118

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This research analyzed the combined results of three meta-analyses which examined the extent to which a variety of measures of specific abilities related to reading. More than 450 studies were reviewed and almost 11,000 different coefficients were analyzed. The best predictors of reading proved to be other written language abilities (i.e., abilities involving print). The implications were: (1) professionals interested in improving literacy skills should focus on teaching written language abilities such as print awareness and book handling, letters, phoneme-letter correspondences, word recognition, alphabet knowledge, and comprehension and (2) the current interest in the role of nonprint abilities in reading such as phonological awareness, rapid naming, intelligence, and memory might be overemphasized.

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Therapeutic Assessment with Specific Learning Disorders

Martin

Turret²

2023

Learning Disorders Across the Lifespan

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“Pediatric Neuropsychological Assessment” Examined

Cited by 6 publications

References 63 publications

Late Effects of Therapy for Pediatric Brain Tumor Survivors

Late Effects of Therapy for Pediatric Brain Tumor Survivors

What We Know about Correlates of Reading

Therapeutic Assessment with Specific Learning Disorders

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