Estudo neuropsicológico preliminar de crianças com câncer em atendimento pedagógico hospitalar

Pablo Silva de Lima; Milene Bartolomei da Silva; Rochele Paz Fonseca; Nicolle Zimmermann

doi:10.51207/2179-4057.20240024

Authors

Pablo Silva de Lima Universidade Federal do Mato Grosso do Sul, Campo Grande, Mato Grosso do Sul, Brasil
Milene Bartolomei da Silva Universidade Federal do Mato Grosso do Sul, Campo Grande, Mato Grosso do Sul, Brasil
Rochele Paz Fonseca Universidade Federal de Minas Gerais, Belo Horizonte, Minas Gerais, Brasil
Nicolle Zimmermann Conectare NeuroPsi, Porto Alegre, Rio Grande do Sul, Brasil

DOI:

https://doi.org/10.51207/2179-4057.20240024

Keywords:

Childhood Cancer, Learning, Neurocognition, Hospital Class

Abstract

Children with cancer are at high risk of a wide range of cognitive difficulties. Therefore, targeted interventions addressing these difficulties are necessary. The study ai-med to investigate the neuropsychological performance in executive functions, language, visual and verbal episodic memory, processing speed, focused attention, and writing of 8 children undergoing chemotherapy for cancer and their relationship with attendance frequency in the hospital classroom. The final total sample consisted of eight children, aged between 8 and 12 years (M=9.37; SD=1.40 years), attending regular elementary education, ranging from 3rd to 7th grade (100% from public schools), with four boys and four girls, diagnosed with cancer and undergoing treatment (87.5%). Preliminary results revealed more frequent deficits in verbal fluency, oral and written inference/interpretation processing, focused attention, and executive functions, especially in working memory and cognitive flexibility. However, when comparing the relationship between hospital classroom attendance frequency and neuropsychological performance, children who attended the hospital class 3 to 5 times a week showed better processing speed perfor-mance compared to those attending 0 to 2 times. Children who attended the hospital class for more than 30 minutes demonstrated higher learning capacity, short-term memory, and pragmatic language skills compared to those attending for less than 30 minutes.

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