Educational Achievement and Adaptive Functioning in Survivors of Childhood Cancer

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dc.contributor.advisorWilcox, Gabrielle
dc.contributor.authorStokoe, Mehak
dc.contributor.committeememberNordstokke, David
dc.contributor.committeememberSchulte, Fiona
dc.contributor.committeememberSchroeder, Meadow
dc.contributor.committeememberShanahan, Marie-Claire
dc.date.accessioned2024-06-28T18:59:01Z
dc.date.available2024-06-28T18:59:01Z
dc.date.issued2024-06-27
dc.description.abstractMany more survivors of childhood cancer are surviving and thriving today. In Canada, there are approximately 30,000 survivors, and treatment advances have helped to improve survival rates. However, survivors still face challenges that arise after treatment completion. Examples of challenges include difficulties with behavioral or emotional regulation as well as impaired attention and cognitive functioning. These challenges affect broader functional outcomes such as lower adaptive functioning and lower rates of completing higher education. Thus, in this thesis I aimed to summarize the current literature in adaptive functioning and educational outcomes (i.e., reading, writing, and math) and to examine these factors in survivors of childhood cancer (SCC). Chapter 1 of my thesis is a brief introduction about childhood cancer, education achievement, and the factors that affect educational achievement in SCC. Chapter 2 provides a literature review on pediatric acute lymphoblastic leukemia (ALL) and non-central nervous system solid tumors (non-CNS ST), late effects of cancer treatment, educational outcomes and adaptive functioning in ALL, non-CNS ST, and brain tumors (BT). Chapters 3 and 4 of my thesis have been prepared for publication and address four primary aims across these manuscripts. Chapter 3 aimed to examine group differences in adaptive functioning among pediatric survivors of ALL, non-CNS ST, BT, and healthy controls (HC). The second aim of this manuscript was to explore whether age at diagnosis, male sex, and lower socioeconomic status predicted lower adaptive functioning. Chapter 4 aimed to examine group differences on the Wide Range Achievement Test (WRAT-5) between survivors of ALL and non-CNS ST and to examine the association between conceptual skills and WRAT-5 outcomes.
dc.identifier.citationStokoe, M. (2024). Educational achievement and adaptive functioning in survivors of childhood cancer (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.
dc.identifier.urihttps://hdl.handle.net/1880/119053
dc.language.isoen
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgary
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectPediatric
dc.subjectPsychosocial Oncology
dc.subject.classificationEducational Psychology
dc.subject.classificationEducation--Health
dc.subject.classificationOncology
dc.titleEducational Achievement and Adaptive Functioning in Survivors of Childhood Cancer
dc.typemaster thesis
thesis.degree.disciplineEducation Graduate Program – Educational Psychology
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameMaster of Science (MSc)
ucalgary.thesis.accesssetbystudentI do not require a thesis withhold – my thesis will have open access and can be viewed and downloaded publicly as soon as possible.
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