PURPOSE/OBJECTIVES: To describe behavioral adjustment in @entity1 and adolescents with @entity981 ( @entity981 ) and to determine whether behavioral adjustment is correlated with cognitive and academic abilities. DESIGN: Descriptive, cross-sectional design. SETTING: Two pediatric oncology treatment centers. SAMPLE: 47 @entity1 and adolescents who had been receiving @entity981 therapy for at least one year or who were off therapy for no more than three years and their parents and teachers. Wechsler Intelligence Scale for @entity1 -Revised (WISC-R) and Wide Range Achievement Test-Revised (WRAT-R) data were available on a subset of 17 subjects. METHODS: Parent, teacher, and self-report Behavioral Assessment System for @entity1 (BASC) ratings were used to measure behavioral adjustment. WISC-R measured cognitive abilities, and WRAT-R measured academic abilities. Demographic, family, and treatment-related data also were collected. MAIN RESEARCH VARIABLES: Behavioral adjustment and cognitive and academic abilities. FINDINGS: At least 20% of teacher ratings for @entity2531 , @entity4207 , leadership, and study skills; parent ratings for @entity2531 , adaptability, attention problems, withdrawal, @entity148 , social skills, and @entity308 ; and self-report ratings for @entity148 and attitude to school were in the at-risk range (i.e., presence of significant problems that require treatment). The majority of teacher BASC ratings were correlated significantly with WISC-R and WRAT-R scores. @entity308 and social stress ratings were correlated significantly with some WISC-R and WRAT-R scores. Treatment-related experiences such as body image alterations and @entity1032 were associated with problematic behaviors, including @entity308 , @entity2531 , withdrawal, and social stress. CONCLUSIONS: Youth with @entity981 are at risk for some behavioral adjustment problems, particularly @entity148 , @entity2531 , adaptability, attention, and withdrawal. Cognitive and academic abilities are associated with some dimensions of behavioral adjustment. IMPLICATIONS FOR NURSING: Findings suggest the need for ongoing assessment of behavioral adjustment and cognitive and academic abilities of @entity1 with @entity981 . Behavioral interventions that target at-risk mannerisms, such as @entity2531 , @entity308 , @entity148 , and social stress, are needed. Central nervous system treatment may contribute to behavioral adjustment problems, as well as to cognitive and academic problems. Strategies to improve academic abilities also may have a positive effect on behavioral adjustment.

Online exclusive: behavioral adjustment of XXXX and adolescents with cancer: teacher, parent, and self-report.

@entity1 :: ('9606', 'Species') :: ['children', 'Children'] @entity1032 :: ('MESH:D008607', 'Disease') :: ['mental and emotional problems'] @entity981 :: ('MESH:D054198', 'Disease') :: ['ALL', 'acute lymphoblastic leukemia'] @entity308 :: ('MESH:D003866', 'Disease') :: ['Self-report depression', 'depression'] @entity148 :: ('MESH:D001008', 'Disease') :: ['anxiety'] @entity4207 :: ('MESH:D007859', 'Disease') :: ['learning problems'] @entity2531 :: ('MESH:D013001', 'Disease') :: ['somatization']
@entity1 :: (9606,Species) :: ['children']
