Teachers’ report of learning and behavioural difficulties in children treated for cerebellar tumours

Abstract

The proposed DSQ scores are interesting for the assessment of learning and behavioural difficulties in children treated for cerebellar tumours, as they provide complementary ecological information to that given by clinical and neuropsychological testing.

Assessment of executive functioning in children and young adults treated for frontal lobe tumours using ecologically valid tests

“…Further, teacher reports of the BRIEF have only been reported once, in a recent study looking at a sample of children treated for various brain tumours (Wochos et al, 2014). This is a problem, since it is important to take into account the teacher's opinion of the child's functioning in the classroom (Kieffer et al, 2012).…”

The visuospatial functions in children after cerebellar low‐grade astrocytoma surgery: A contribution to the pediatric neuropsychology of the cerebellum

“…The 100-point (ICARS) scores the cerebellar ataxia syndrome and consists of 19 items divided into four unequally weighted subscores, that is posture and gait disturbances (seven items; 34 points), limb functions (seven items; 52 points), speech disorders (two items; 8 points), and oculomotor disorders (three items; 6 points). This scale has already been used in children treated for cerebellar tumours (Kieffer et al, 2012).…”

Conceptions of time in children treated for malignant cerebellar tumours

“…of several daily activities, such as listening to a 1-minute song, a 5-minute drive to school, or spending 30 minutes brushing teeth. The lower performance of the CT group on time estimations of this type might be linked to their slowness, which has already been noted [19] and measured in reproduction tasks [15]. This difference between the two groups could be explained by the content of the questions (1 hour or 5 minutes to go to school, 6 months of holidays; see Appendix) which mainly refer to school activities, in which children with CT may not have engaged because of their illness.…”

“…The development of the abilities required to process long durations was linked to development of attentional resources, while good short-term memory span correlated to short durations processing [16]. On the other hand, there is extensive evidence that children treated for a cerebellar tumour often present learning difficulties in the form of slowness, impaired manual and visual abilities or problems of attention and working memory [17][18][19][20][21][22][23][24]. Moreover, longitudinal studies on intellectual development among survivors of paediatric medulloblastoma showed a decline in IQ values because of an inability to acquire new skills and information as readily as healthy peers of the same age, rather than from loss of previously acquired information and skills [25].…”

“…This study used a Time Questionnaire (TQ) that includes components measuring planning, diachronic thinking and the perception of duration and units, as well as a video animation (VA) to display cyclic and linear time. It was hypothesized that children with CT could differ from HCCA on several aspects of time because of the possible involvement of the cerebellum in time processing and because of their reported learning difficulties [17][18][19][20][21][22][23][24].…”