Teachers’ report of learning and behavioural difficulties in children treated for cerebellar tumours

Abstract

Primary objective: The aim of the study was the validation of the Deasy-Spinetta Questionnaire (DSQ) in 6–11 year olds with attention to the verification of three factors (learning difficulties, socialization and emotionality) and its application in children treated for cerebellar tumour.

Methods and procedures: Twenty-nine children aged between 6–11 years were compared with 609 classmates. Teachers completed the DSQ. Patients were evaluated according to Wechsler Scales, the Purdue Pegboard and the International Cooperative Ataxia Rating scale.

Main outcomes and results: In classmates, the DSQ factorial analysis showed three factors: learning, socialization difficulties and disturbing behaviour. Teachers reported more learning difficulties in patients than in classmates. Learning difficulties in patients were greater for mathematics and reasoning than for reading. Patients were described as less active, without evidence of autistic-like behaviour or irritability. The teachers’ report of learning difficulties was significantly correlated with IQ scores, but not with neurological deficits.

Conclusions: The proposed DSQ scores are interesting for the assessment of learning and behavioural difficulties in children treated for cerebellar tumours, as they provide complementary ecological information to that given by clinical and neuropsychological testing.

• Cerebellar tumours
• learning and behavioural difficulties
• paediatrics
• Deasy-Spinetta questionnaire