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Mathematics intervention for prevention of neurocognitive deficits in childhood leukemia
Author(s) -
Moore Ki Ida M.,
Hockenberry Marilyn J.,
Anhalt Cynthia,
McCarthy Kathy,
Krull Kevin R.
Publication year - 2012
Publication title -
pediatric blood and cancer
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.116
H-Index - 105
eISSN - 1545-5017
pISSN - 1545-5009
DOI - 10.1002/pbc.23354
Subject(s) - neurocognitive , medicine , intervention (counseling) , psychological intervention , working memory , randomized controlled trial , repeated measures design , cognition , analysis of variance , clinical psychology , physical therapy , pediatrics , psychiatry , mathematics , statistics
Background Despite evidence that CNS treatment is associated with cognitive and academic impairment, interventions to prevent or mitigate these problems are limited. The purpose was to determine if early intervention can prevent declines in mathematics abilities. Procedures Fifty‐seven children with ALL were enrolled and randomized to a Mathematics Intervention or Standard Care. Subjects completed neurocognitive assessments prior to the intervention, post‐intervention, and 1 year later. Parents received written results and recommendations for use with their school. The Mathematics Intervention was based on Multiple Representation Theory and delivered individually over 1 year. Results Thirty‐two of 57 subjects completed the study and were included in data analyses. These 32 subjects completed all neurocognitive assessments and, for those in the Intervention Group, 40–50 hours of the Mathematics Intervention. There were no group differences on relevant demographic variables; risk stratification; number of intrathecal methotrexate injections; or high dose systemic methotrexate. Significant improvements in calculation and applied mathematics from Baseline to Post‐Intervention ( P = 0.003 and 0.002, respectively) and in visual working memory from Baseline to 1 year Follow‐up ( P = 0.02) were observed in the Intervention but not the Standard Care Group. Results from repeated measures ANOVA demonstrated significant between group differences for applied mathematics [F(2,29) = 12.47, P < 0.001] and visual working memory [F(2,29) = 5.53, P = 0.009]. Conclusions The Mathematics Intervention improved mathematics abilities and visual working memory compared to standard care. Future studies are needed to translate the Mathematics Intervention into a “virtual” delivery method more readily available to parents and children. Pediatr Blood Cancer 2012;59:278–284. © 2011 Wiley Periodicals, Inc.