Journal of Pediatric Psychology Advance Access originally published online on March 23, 2005
Journal of Pediatric Psychology 2006 31(3):272-280; doi:10.1093/jpepsy/jsj019
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Attention and Memory Functioning Among Pediatric Patients with Medulloblastoma
1 Division of Behavioral Medicine, St. Jude Children’s Research Hospital, 2 Department of Psychology, University of Mississippi, 3 Department of Radiological Sciences, St. Jude Children’s Research Hospital, 4 Department of Pediatrics, University of Tennessee College of Medicine, and 5 Department of Hematology-Oncology, St. Jude Children’s Research Hospital
All correspondence concerning this article should be addressed to Cara B. Reeves, Division of Behavioral Medicine, St. Jude Children’s Research Hospital, 332 North Lauderdale Street, Memphis, Tennessee 38105-2794. E-mail: creeves{at}residents.umsmed.edu, barber24{at}aol.com.
Received May 14, 2004; revisions received November 30, 2004, February 15, 2005, and February 21, 2005; accepted February 26, 2005
Objective To test the hypotheses that memory and attention deficits are prevalent in survivors of childhood medulloblastoma (MB) and that these deficits are associated with problems with academic achievement. Methods The medical charts of 38 child survivors of MB, who were administered the California Verbal Learning Test, Child Version (CVLT-C), Conners’ Continuous Performance Test (CPT), and the Wechsler Individual Achievement Test (WIAT) as part of a comprehensive neurocognitive test battery, were retrospectively reviewed. Results Although no significant verbal memory deficits were found, 8 of 11 CPT variables were significantly below the standardization mean (p 
.01). Additionally, stepwise regression analyses found that increased omission errors were significantly associated with lower reading and math performance (p .01). Conclusions These findings confirm previous reports of attention deficits among survivors of MB and provide a better understanding of how the dysfunction of particular attentional substrates (e.g., perceptual sensitivity, response bias) may result in learning problems in this population.
Key words: academic achievement; attention; memory; pediatric brain tumors.
CiteULike 
Connotea 
Del.icio.us What's this?
This article has been cited by other articles:
|
|
 |
|
  K. S. Miller, K. Vannatta, B. E. Compas, M. Vasey, K. D. McGoron, C. G. Salley, and C. A. Gerhardt The Role of Coping and Temperament in the Adjustment of Children with Cancer J. Pediatr. Psychol., November 1, 2009; 34(10): 1135 - 1143. [Abstract] [Full Text] [PDF]
|
|
|
|
|
|
J. W. Varni, C. Limbers, and T. M. Burwinkle Literature Review: Health-related Quality of Life Measurement in Pediatric Oncology: Hearing the Voices of the Children J. Pediatr. Psychol., October 1, 2007; 32(9): 1151 - 1163. [Abstract] [Full Text] [PDF]
|
|
|
|
|
|
B. P. Daly and R. T. Brown Scholarly Literature Review: Management of Neurocognitive Late Effects with Stimulant Medication J. Pediatr. Psychol., October 1, 2007; 32(9): 1111 - 1126. [Abstract] [Full Text] [PDF]
|
|
|
|
 |
|
 S. Rutkowski, A. von Bueren, K. von Hoff, W. Hartmann, T. Shalaby, F. Deinlein, M. Warmuth-Metz, N. Soerensen, A. Emser, U. Bode, et al. Prognostic Relevance of Clinical and Biological Risk Factors in Childhood Medulloblastoma: Results of Patients Treated in the Prospective Multicenter Trial HIT'91 Clin. Cancer Res., May 1, 2007; 13(9): 2651 - 2657. [Abstract] [Full Text] [PDF]
|
|