Intellectual and mathematical functioning as impacted by central nervous system prophylactic chemotherapy for acute lymphoblastic leukemia

Persistent Link:
http://hdl.handle.net/10150/284158
Title:
Intellectual and mathematical functioning as impacted by central nervous system prophylactic chemotherapy for acute lymphoblastic leukemia
Author:
Moleski, Maria
Issue Date:
2000
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Acute lymphoblastic leukemia (ALL), the most common childhood cancer, is currently survivable in approximately 70 percent of cases. Better therapeutic regimes are responsible for improved survival rates, and therapy has been refined throughout the past 30 years to reflect the balance struck between effective treatment and possible adverse side effects. Current treatment protocols for standard-risk patents usually consist of either intrathecal (IT) or intravenous (IV) chemotherapy, or both. Chemotherapy without cranial radiation therapy (CRT) is a relatively new form of treatment, and no consensus has been reached about its possible adverse effects on IQ or academic achievement. When deficits in academic achievement are found, they tend to differentially manifest in the area of mathematics rather than language skills. However, none of the studies examining mathematics achievement in ALL survivors have used a comprehensive test to evaluate mathematics functioning. Thus, fifteen children (x = 11.86 years) who are long-term ALL survivors, and 15 comparison group children (x = 11.75 years) were tested on a measures of general intellectual functioning, mathematics achievement, spelling, word usage and single word reading. Survivors of ALL consistently demonstrated significantly lower scores on measures of IQ and mathematics achievement. No significant differences between groups on measures of spelling, word usage, and word reading were found. Further studies that address neuropsychological functioning in ALL survivors could help to illuminate the specific abilities responsible for these decrements.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Educational Psychology.; Psychology, Clinical.; Health Sciences, Oncology.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Educational Psychology
Degree Grantor:
University of Arizona
Advisor:
Mishra, Shitala

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleIntellectual and mathematical functioning as impacted by central nervous system prophylactic chemotherapy for acute lymphoblastic leukemiaen_US
dc.creatorMoleski, Mariaen_US
dc.contributor.authorMoleski, Mariaen_US
dc.date.issued2000en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractAcute lymphoblastic leukemia (ALL), the most common childhood cancer, is currently survivable in approximately 70 percent of cases. Better therapeutic regimes are responsible for improved survival rates, and therapy has been refined throughout the past 30 years to reflect the balance struck between effective treatment and possible adverse side effects. Current treatment protocols for standard-risk patents usually consist of either intrathecal (IT) or intravenous (IV) chemotherapy, or both. Chemotherapy without cranial radiation therapy (CRT) is a relatively new form of treatment, and no consensus has been reached about its possible adverse effects on IQ or academic achievement. When deficits in academic achievement are found, they tend to differentially manifest in the area of mathematics rather than language skills. However, none of the studies examining mathematics achievement in ALL survivors have used a comprehensive test to evaluate mathematics functioning. Thus, fifteen children (x = 11.86 years) who are long-term ALL survivors, and 15 comparison group children (x = 11.75 years) were tested on a measures of general intellectual functioning, mathematics achievement, spelling, word usage and single word reading. Survivors of ALL consistently demonstrated significantly lower scores on measures of IQ and mathematics achievement. No significant differences between groups on measures of spelling, word usage, and word reading were found. Further studies that address neuropsychological functioning in ALL survivors could help to illuminate the specific abilities responsible for these decrements.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Educational Psychology.en_US
dc.subjectPsychology, Clinical.en_US
dc.subjectHealth Sciences, Oncology.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMishra, Shitalaen_US
dc.identifier.proquest9972101en_US
dc.identifier.bibrecord.b40639642en_US
All Items in UA Campus Repository are protected by copyright, with all rights reserved, unless otherwise indicated.