Neurobehavioral issues in childhood cancer

Children treated for cancer represent a growing population needing educatio nal services in the public and private schools. While not all children with cancer are expected to experience school problems, children whose cancer a nd/or treatment directly involves the central nervous system are at risk fo r the development of a number of learning and school-related difficulties. Research during the past 10 yeats has begun to identify some of the consist ent types of neuropsychological outcomes that may occur for these children. Theoretical models have been proposed that point to a developmental emerge nce of learning problems, dependent upon the age of the child at the time o f diagnosis and treatment, type of cancer, type and intensity of treatment, and time since treatment. Consistent with recent concerns about the use of discrepancy models for classifying learning disabilities in the general sc hool population, support is provided for assessment of specific effects of treatment in children with cancer, leading to targeted tracking and interve ntion. Finally, suggestions for integration of assessment information obtai ned in the cancer treatment environment into school placement and education al planning are provided.