Brief Report: Language Ability and School Functioning of Youth Perinatally Infected With HIV

Elizabeth Brackis-Cott; Ezer Kang; Curtis Dolezal; Elaine J. Abrams; Claude Ann Mellins

doi:10.1016/j.pedhc.2008.02.005

Brief Report: Language Ability and School Functioning of Youth Perinatally Infected With HIV

Elizabeth Brackis-Cott, Ezer Kang, Curtis Dolezal, Elaine J. Abrams, Claude Ann Mellins

Research output: Contribution to journal › Article › peer-review

17 Citations (Scopus)

Abstract

Introduction: The purpose of this article is to describe the language ability and school functioning of early adolescents with perinatal HIV/AIDS. Method: Participants included 43 youths, 9-15 years, and their primary caregivers. Youths completed the Peabody Picture Vocabulary Test (PPVT) and the Reading Subtest of the Wide Range Achievement Test (WRAT3) and were interviewed regarding their future educational aspirations and parental supervision and involvement with homework. Caregivers were interviewed regarding the child's school achievement, parental supervision and monitoring, and educational aspirations for their child. Results: Fifty-four percent of youths scored below average (<25th percentile) on the PPVT, and 29% scored below the 10th percentile; 40% scored below average (<25th percentile) on the WRAT3, and 24% scored below the 10th percentile. Scores were associated with parental monitoring and educational aspirations. Discussion: Youths performed poorly on tests of verbal and reading ability, although their scores were not dissimilar to those of other samples of inner-city youths. Future research should attempt to isolate the impact of HIV disease on intellectual and school functioning of HIV+ youths.

Original language	English
Pages (from-to)	158-164
Number of pages	7
Journal	Journal of Pediatric Health Care
Volume	23
Issue number	3
DOIs	https://doi.org/10.1016/j.pedhc.2008.02.005
Publication status	Published - May 2009

Bibliographical note

Funding Information:
This research was supported by a supplemental research grant from the Office of AIDS Research to National Institute of Mental Health (R01-MH6 3636-01; principal investigator: Claude Ann Mellins, PhD), and a center grant from the National Institute of Mental Health to the HIV Center for Clinical and Behavioral Studies at New York State Psychiatric Institute and Columbia University (P50-MH43520; Center principal investigator: Anke A. Ehrhardt, PhD).

Funding

This research was supported by a supplemental research grant from the Office of AIDS Research to National Institute of Mental Health (R01-MH6 3636-01; principal investigator: Claude Ann Mellins, PhD), and a center grant from the National Institute of Mental Health to the HIV Center for Clinical and Behavioral Studies at New York State Psychiatric Institute and Columbia University (P50-MH43520; Center principal investigator: Anke A. Ehrhardt, PhD).

Funders	Funder number
HIV Center for Clinical and Behavioral Studies at New York State Psychiatric Institute
Office of AIDS Research to National Institute of Mental Health	R01-MH6 3636-01
National Institute of Mental Health	P50MH043520
Columbia University	P50-MH43520

ASJC Scopus Subject Areas

Pediatrics, Perinatology, and Child Health

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1016/j.pedhc.2008.02.005

Cite this

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title = "Brief Report: Language Ability and School Functioning of Youth Perinatally Infected With HIV",

abstract = "Introduction: The purpose of this article is to describe the language ability and school functioning of early adolescents with perinatal HIV/AIDS. Method: Participants included 43 youths, 9-15 years, and their primary caregivers. Youths completed the Peabody Picture Vocabulary Test (PPVT) and the Reading Subtest of the Wide Range Achievement Test (WRAT3) and were interviewed regarding their future educational aspirations and parental supervision and involvement with homework. Caregivers were interviewed regarding the child's school achievement, parental supervision and monitoring, and educational aspirations for their child. Results: Fifty-four percent of youths scored below average (<25th percentile) on the PPVT, and 29% scored below the 10th percentile; 40% scored below average (<25th percentile) on the WRAT3, and 24% scored below the 10th percentile. Scores were associated with parental monitoring and educational aspirations. Discussion: Youths performed poorly on tests of verbal and reading ability, although their scores were not dissimilar to those of other samples of inner-city youths. Future research should attempt to isolate the impact of HIV disease on intellectual and school functioning of HIV+ youths.",

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Brief Report: Language Ability and School Functioning of Youth Perinatally Infected With HIV

Abstract

Bibliographical note

Funding

ASJC Scopus Subject Areas

UN SDGs

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