Retrospective analysis of combination carboplatin and vinblastine for pediatric low-grade glioma
JOURNAL OF NEURO-ONCOLOGY
Authors: Nellan, Anandani; Wright, Erin; Campbell, Kristen; Davies, Kurtis D.; Donson, Andrew M.; Amani, Vladimir; Judd, Alexis; Hemenway, Molly S.; Raybin, Jennifer; Foreman, Nicholas K.; Rush, Sarah; Dorris, Kathleen
Abstract
Introduction Low-grade glioma (LGG) represent the most common pediatric central nervous system tumor. When total surgical resection is not feasible, chemotherapy is first-line therapy in children. Multiple pediatric LGG chemotherapy regimens have been investigated with variable 2-year event free survival (EFS) rates of 39-69%. To date, treatment of pediatric LGG with a carboplatin and vinblastine (C/VBL) chemotherapy regimen has only been evaluated in a phase 1 dose-finding study. Methods A retrospective review of pediatric patients with LGG who were treated with C/VBL at Children's Hospital of Colorado or Akron Children's Hospital from 2011 to 2017 was conducted. Data collected included patient demographics, tumor location, disease response, neurofibromatosis 1 (NF1) status, therapy duration and toxicities. Response to therapy was determined by objective findings on imaging and treating physicians' evaluation. Results Forty-six patients were identified for analysis, all of whom were chemotherapy-naive. Only five patients treated in this cohort had NF1. BRAF fusion was identified in 65% (22/34) of tested tumors. Best therapy response was partial response in nine patients and stable disease in twenty-five patients. Twelve patients had progressive disease. One-year, 3-year, and 5-year EFS probabilities for all patients were 69.6%, 39.4%, and 34.5%, respectively. Nine patients had admissions for febrile neutropenia and seven patients experienced one delay in chemotherapy due to neutropenia. Only two patients had to discontinue this chemotherapy regimen because of treatment-related toxicities [carboplatin allergy (n = 1) and vinblastine neuropathy (n = 1)]. Conclusion C/VBL achieves similar EFS rates to other single-agent and combination cytotoxic chemotherapy regimens for pediatric LGG with manageable toxicities.
The Simon effect in bilingual language brokers: A role for emotion and proficiency
INTERNATIONAL JOURNAL OF BILINGUALISM
Authors: Lopez, Belem G.; Zhang, Minyu; Arredondo, Maria M.; Kim, Su Yeong
Abstract
Aims and objectives/purpose/research questions: Language brokering (LB) is an informal translation experience where bilinguals serve as linguistic and cultural intermediaries for family members. LB may have long-term socio-emotional and cognitive outcomes, yet little is known about its effects on executive functions (EFs). This study examines how first language (L1) proficiency and negative emotions tied to language brokering experiences affect EF performance on a Simon task (ST). Design/methodology/approach: Fifty-three Mexican American Spanish-English bilinguals with LB experience performed a ST, and reported their feelings towards LB for their mother. Data and analysis: Mean reaction times (RTs) and accuracy rates for correct ST trials were analyzed using linear mixed effects modeling, with trial type, proficiency and negative emotions tied to LB experience as factors and their interactions as additional predictors. Findings/conclusions: The L1 proficiency and negative emotions tied to brokering experiences have divergent, but combined effects on EF. Contrary to our hypotheses, low L1 proficiency predicted better performance and the smallest Simon effect was found for brokers with low L1 proficiency and low negative emotional brokering experiences. However, high L1 proficiency predicted better performance (smallest RTs) regardless of negative emotions tied to brokering experiences. Originality: This study takes a different perspective on the examination of individual differences among bilinguals, in which we examine how negative emotions tied to brokering experiences coupled with L1 proficiency relates to EF performance. Significance/implications: Our results provide support for the need to understand how individual differences in bilingual language experiences, such as L1 proficiency and negative emotions tied to LB, interact with performance on the ST.