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

Producción científica › revisión exhaustiva

17 Citas (Scopus)

Resumen

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.

Idioma original	English
Páginas (desde-hasta)	158-164
Número de páginas	7
Publicación	Journal of Pediatric Health Care
Volumen	23
N.º	3
DOI	https://doi.org/10.1016/j.pedhc.2008.02.005
Estado	Published - may. 2009

Financiación

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).

Financiadores	Número del financiador
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

ODS de las Naciones Unidas

Este resultado contribuye a los siguientes Objetivos de Desarrollo Sostenible

Acceder al documento

10.1016/j.pedhc.2008.02.005

Otros archivos y enlaces

Citar esto

@article{df8a32d3ec9548b1ab25097be4cd2e22,

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.",

author = "Elizabeth Brackis-Cott and Ezer Kang and Curtis Dolezal and Abrams, {Elaine J.} and Mellins, {Claude Ann}",

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). ",

year = "2009",

month = may,

doi = "10.1016/j.pedhc.2008.02.005",

language = "English",

volume = "23",

pages = "158--164",

journal = "Journal of Pediatric Health Care",

issn = "0891-5245",

publisher = "Mosby Inc.",

number = "3",

}

TY - JOUR

T1 - Brief Report

T2 - Language Ability and School Functioning of Youth Perinatally Infected With HIV

AU - Brackis-Cott, Elizabeth

AU - Kang, Ezer

AU - Dolezal, Curtis

AU - Abrams, Elaine J.

AU - Mellins, Claude Ann

N1 - 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).

PY - 2009/5

Y1 - 2009/5

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=65249138742&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=65249138742&partnerID=8YFLogxK

U2 - 10.1016/j.pedhc.2008.02.005

DO - 10.1016/j.pedhc.2008.02.005

M3 - Article

C2 - 19401248

AN - SCOPUS:65249138742

SN - 0891-5245

VL - 23

SP - 158

EP - 164

JO - Journal of Pediatric Health Care

JF - Journal of Pediatric Health Care

IS - 3

ER -

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

Resumen

Financiación

ASJC Scopus Subject Areas

ODS de las Naciones Unidas

Acceder al documento

Otros archivos y enlaces

Huella

Citar esto