LEARNING DISABILITIES IN LONG‐TERM SURVIVORS OF CHILDHOOD CANCER: CONCERNS FOR PARENTS AND TEACHERS

The role of cognitive remediation in childhood cancer survivors experiencing neurocognitive late effects

With the increasing number of children becoming long-term cancer survivors, it has become evident that these survivors are experiencing long-term neurocognitive deficits. Many of these deficits have been found to be the result of cancer-related therapies including intravenous and intrathecal chemotherapy and cranial radiation. These neurocognitive deficits include learning disabilities, cognitive deficits, attention disorders, and difficulties with memory. Cognitive remediation therapy uses a systematic approach to learning strategies that is aimed to equip these affected children with proper, effective, and proven learning strategies. This article will briefly discuss the neurocognitive deficits experienced by long-term childhood cancer survivors. Cognitive remediation therapy will then be introduced with specific attention to the cognitive remediation program developed by Butler and Copeland. Finally, implications for practice and future research will be discussed.