science

Learning problems in childhood cancer

Learning problems in childhood cancer is a science topic covered in the lgStudy science library. This page brings together a partial reference excerpt, illustrations, worked examples, real-world applications and a short study plan, so you can understand Learning problems in childhood cancer rather than just read about it. In short: Certain treatments for childhood cancer are known to cause learning problems in survivors, particularly when central nervous system (CNS)-directed therapies are used (e.g. cranial radiation; high-dose methotrexate or cytarabine; or intrathecal chemotherapy). As the mortality rates of childhood cancers have plummeted since effective treatment regiments have been introduced, greater attention has been paid to the effe…

Key takeaways

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Reference excerpt

Certain treatments for childhood cancer are known to cause learning problems in survivors, particularly when central nervous system (CNS)-directed therapies are used (e.g. cranial radiation; high-dose methotrexate or cytarabine; or intrathecal chemotherapy). As the mortality rates of childhood cancers have plummeted since effective treatment regiments have been introduced, greater attention has been paid to the effect of treatment on neurocognitive morbidity and quality of life of survivors. The goal of treatment for childhood cancers today is to minimize these adverse "late effects", while ensuring long-term survival.

Effect of cancer and its treatment on brain development Research shows that children with cancer are at risk for developing various cognitive or learning problems. These difficulties may be related to brain injury stemming from the cancer itself, such as a brain tumor or central nervous system metastasis or from side effects of cancer treatments such as chemotherapy and radiation therapy. Studies have shown that chemo and radiation therapies may damage brain white matter and disrupt brain activity. Cognitive problems that have been associated with cancer and its treatments in children include deficits in attention, working memory, processing speed, mental flexibility, persistence, verbal fluency, memory, motor skills, academic achievement and social function. Despite known impact of cancer treatment on cognition, consistently reduced educational attainment among childhood cancer survivors hasn't been established. These deficits have been shown to occur irrespective of age, socioeconomic status, months since onset or cessation of treatment, anxiety, and dosage schedule. A long-term deficit which interacts with cognitive problems is fatigue. There is an overlap between both reduced cognitive speed and fatigue and between depression and fatigue.

Cognitive rehabilitation Some clinicians and research groups in neuropsychology are developing programs to help treat the cognitive problems associated with childhood cancer. Treatment typically involves a program of cognitive rehabilitation which aims to help improve cognitive function either by restoring capacities that were impaired and/or helping the patient learn ways to compensate for the impairment(s). Cognitive rehabilitation therapy usually involves evaluation to determine the specific impairments involved, an individualized program of specific skills training and practice and metacognitive strategies. Metacognitive strategies include helping the patient increase self-awareness regarding problem solving skills by learning how to better monitor the effectiveness of these skills and self-correct when necessary. Cognitive rehabilitation is conducted under the supervision of a neuropsychologist or other trained professional.

See also Pediatric Oncology Group Children's Oncology Group

References

Butler RW, Haser JK (2006). "Neurocognitive effects of treatment for childhood cancer". Ment Retard Dev Disabil Res Rev. 12 (3): 184–191. doi:10.1002/mrdd.20110. PMID 17061287. Mulhern RK, Butler RW (2004). "Neurocognitive sequelae of childhood cancers and their treatment". Pediatr Rehabil. 7 (1): 1–14. doi:10.1080/13638490310001655528. PMID 14744668. S2CID 71626738. Zou P, Mulhern RK, Butler RW, Li CS, Langston JW, Ogg RJ (2005). "BOLD responses to visual stimulation in survivors of childhood cancer". NeuroImage. 24 (1): 61–69. doi:10.1016/j.neuroimage.2004.08.030. PMID 15588597. S2CID 9843935. Cetingul N, Aydinok Y, Kantar M, et al. (1999). "Neuropsychologic sequelae in the long-term survivors of childhood acute lymphoblastic leukemia". Pediatr Hematol Oncol. 16 (3): 213–220. doi:10.1080/088800199277263. PMID 10326219. Duffner PK (2006). "Long-term effects of radiation therapy on cognitive and endocrine function in children with leukemia and brain tumors". Neurologist. 10 (6): 293–310. doi:10.1097/01.nrl.0000144287.35993.96. PMID 15518596. S2CID 12089218. Langer T, Martus P, Ottensmeier H, Hertzberg H, Beck JD, Meier W (2002). "CNS late-effects after ALL therapy in childhood. Part III: neuropsychological performance in long-term survivors of childhood ALL: impairments of concentration, attention, and memory. Medical and pediatric oncology". Medical and Pediatric Oncology. 38 (5): 320–328. doi:10.1002/mpo.10055. PMID 11979456.

Worked examples

Example 1 — a first encounter with Learning problems in childhood cancer

Start with the simplest possible case. Write down what Learning problems in childhood cancer claims or describes in one sentence, then invent the smallest concrete situation in which that sentence is true. In science, the smallest case is usually a single object, a single equation or a single measurement. Check that every symbol or term in your sentence has a meaning in that case.

Example 2 — changing one variable

Take the situation from Example 1 and change exactly one quantity: double it, halve it, or set it to zero. Predict what should happen to Learning problems in childhood cancer before you calculate. Comparing your prediction with the result is the fastest way to find out whether you understand the idea or only the words.

Example 3 — an exam-style question

Typical questions about Learning problems in childhood cancer ask you to (a) state it precisely, (b) apply it to given data, and (c) explain a limitation. Practise writing all three answers in under five minutes; the third part is what separates a full-mark answer from an average one.

Applications of Learning problems in childhood cancer

In research: Learning problems in childhood cancer appears in science research whenever the underlying quantities have to be modelled precisely. Papers usually cite it as a starting assumption and then explore where it breaks down.
In technology and industry: Engineering practice reuses Learning problems in childhood cancer in design rules, simulations and safety margins. Knowing the idea lets you read a specification sheet and understand why the numbers look the way they do.
In the classroom: Learning problems in childhood cancer is common in secondary-school and first-year university syllabi. It links to neighbouring topics Cancer, Cognitive disorders, so understanding it makes those chapters shorter.
In everyday life: Look for Learning problems in childhood cancer outside the textbook — in sport, cooking, traffic, electronics or the sky above you. An example you found yourself is remembered far longer than one you were given.

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How to study Learning problems in childhood cancer in 20 minutes

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Frequently asked questions

What is Learning problems in childhood cancer in simple terms?

Why does Learning problems in childhood cancer matter?

Because it connects several science ideas at once: it gives you a definition you can apply, a quantity you can calculate, and a way to check whether a result is plausible.

How should I study Learning problems in childhood cancer?

Read the excerpt, restate it from memory, then work through the examples and applications listed on this page. The five-step study plan above takes about twenty minutes.

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It gives you a compact reference excerpt plus original lgStudy explanations, examples, applications and study material on Learning problems in childhood cancer.