CIBSR - Pediatric Cancer

With new medical treatments and technologies, the number of children who survive cancer is increasing. However, research shows that many children with cancer experience learning difficulties related to the cancer and/or its treatments. It is unclear what makes some cancer patients and survivors more vulnerable to experiencing cognitive-behavioral impairments. Some studies suggest that these difficulties may get worse over time and thus research that improves our ability to prevent and/or intervene in these learning impairments is essential. To do so, we must more precisely define the neuropsychological and neurobiological profiles associated with cognitive dysfunction associated with pediatric cancers.

The most common types of cancer among children include acute lymphoblastic leukemia (ALL) and brain tumors.

All: this cancer starts from white blood cells (lymphocytes) in bone marrow and moves quickly to the blood. It tends to spread to other organ systems in the body including the lymph nodes and central nervous system.

Brain tumors: there are several types of pediatric brain tumors that are classified depending on factors such as their location and what kind of cells they come from. Brain tumors tend to be categorized based on “grade” ranging from Grade I to IV with I being a benign tumor and IV being an aggressive tumor. Brain tumors also are described based on their “stage” or the size and degree of spreading.

Chemotherapy: chemical agents or drugs used to target cancer cells.
Radiation Therapy: the use of high energy rays, like X-rays, or radioactive substances to destroy cancer cells.
Surgery: removing tumor tissue

Impairments related to cancer and cancer treatments include problems with attention, working memory, processing speed, mental flexibility, persistence, verbal fluency, memory, motor skills, academic achievement and social function.

We are currently working to develop rehabilitation programs for learning problems associated with cancer and its treatments. Cognitive rehabilitation involves:

Metacognitive strategies help children increase their self-awareness regarding their own problem solving strategies so that they can better monitor effectiveness and self-correct when necessary. For more information, contact Dr. Shelli Kesler