The Neurocognitive Assessment of HIV-Infected School-Aged Nigerian Children

Boyede, Gbemisola O; Lesi, F. E. A.; Ezeaka, Chinyere; Umeh, Charles S.

doi:10.4236/wja.2013.32017

Cited by 6 publications

(8 citation statements)

References 20 publications

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“…Five different neuropsychological assessments RPM, KABC-II, Wechsler Abbreviated Scale of Intelligence—Second Edition, (WASI-II) and McCarthy Scales of Children’s Abilities (MSCA) were the included studies. These measures assess general cognition and are standardized for the use in children and adolescents [ 1 , 4 , 11 , 28 – 31 ]. The evidence on general intellectual functioning among C/ALHIV varied across the studies.…”

Section: Resultsmentioning

confidence: 99%

“…Three studies [ 4 , 31 , 35 ] that investigated neurocognitive functioning among C/ALHIV in Nigeria and Cameroon reported that maternal education was associated with neurocognitive outcomes. Boyede et al [ 4 ] found that children of mothers with primary or no education ( p = 0.001) were almost three times more likely to have below average RPM scores compared with children of mothers with secondary or tertiary education [ 1 ]. In Zimbabwe, orphanhood and caregiver unemployment status (odd ratio of 2.1 (95% CI 1.03–3.4) was associated with low score on MSCA [ 32 ].…”

Section: Resultsmentioning

confidence: 99%

“…High prevalence of poor neurocognitive functioning among C/ALHIV has been consistently reported in studies in SSA [ 4 – 7 ] with neurocognitive deficits as early as infancy [ 8 , 9 ] in preschool [ 10 ] and in school aged children [ 11 ]. C/ALHIV are likely to show cognitive deficits in specific domains such as attention, processing speed, language, motor skills, learning and memory, visual spatial abilities and executive functioning [ 12 – 14 ].…”

Section: Introductionmentioning

confidence: 99%

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Neurocognitive deficits and socioeconomic risk factors among children and adolescents living with HIV in sub-Saharan Africa: a systematic review

Musindo

Krabbendam

Mutahi

et al. 2022

Child Adolesc Psychiatry Ment Health

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Introduction Children and adolescents living with HIV (C/ALHIV) are at a risk for significant neurocognitive deficits. There is limited literature that addresses the role of socioeconomic factors in neurocognitive deficits among CALHIV in Sub Saharan Africa (SSA), as it is very difficult to establish this causal relationship. Our systematic review was guided by the biodevelopmental framework that assumes that foundations of health and adversity affect later development and life outcomes. This systematic review aims to assess available evidence on the relationship between neurocognitive deficits and socioeconomic factors among HIV children and adolescents in SSA region. Method Using a pre-determined search strategy, we searched electronic databases including PubMed, web of Science and EBSCOhost (CINAHL and MEDLINE). Peer-reviewed publications that address neurocognitive deficits, psychosocial and socioeconomic risk factors among children and adolescents living with HIV in SSA were included in review. Results Out of 640 articles, 17 studies from SSA met the inclusion criteria. Four studies reported no significant differences in the neurocognitive measures comparing children and adolescents with HIV infection to those uninfected. However, 10 studies suggest that C/ALHIV scored significantly low in general intellectual functions as compared to their uninfected peers. C/ALHIV were found to have substantial deficits in specific cognitive domains such as sequential processing, simultaneous processing, and learning. In addition, deficits in visuo-spatial processing, visual memory and semantic fluency were mentioned. Socioeconomic factors such as lower socioeconomic status (income, education and occupation), child orphanhood status and under-nutrition were linked with neurocognitive deficits. Conclusion Our findings suggest that CALHIV presented with poorer neurocognitive outcomes when compared to other populations which were associated with specific socioeconomic factors.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Neurocognitive deficits and socioeconomic risk factors among children and adolescents living with HIV in sub-Saharan Africa: a systematic review

Musindo

Krabbendam

Mutahi

et al. 2022

Child Adolesc Psychiatry Ment Health

View full text Add to dashboard Cite

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“…This version has been effectively used and validated in Nigeria [ 9 ] and other African countries [ 17 - 20 ]. For ease of interpretation, RPM grades had been divided in two groups; optimal and suboptimal IQ [ 21 ].…”

Section: Methodsmentioning

confidence: 99%

Academic performance and intelligence quotient of primary school children in Enugu

et al. 2020

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Introduction intellectual capacity measured as intelligence quotient (IQ) is one of the determinants of school performance of children. It influences academic achievement, future personal health, social well-being and therefore, is of public health significance. The objective of the study was to determine the intelligence quotient (IQ) and academic performance of primary school children in Enugu-East LGA. Methods children who met the inclusion criteria were recruited from both public and private primary schools in the Local Government Area (LGA) using a proportionate multistage sampling technique. Academic performance was classified into high, average and low academic using past records of class assessment. Intelligence quotient was assessed using the Raven´s Standard Progressive Matrices (RSPM) and was grouped into optimal and suboptimal. A semi-structured questionnaire was used to obtain data such as-age, gender, socio-economic indices and family size of the study participants. Analysis was done with Statistical Package for Social Sciences (IBM-SPSS). Results a total of 1,122 pupils aged 6 to 12 years were recruited. Optimal IQ and high academic performance were found in 54.0% and 58.8% of the study participants. Being from upper social class, in private school, and family size less than 4 were the significant determinants of high IQ and good academic performance (p<0.001). Conclusion low socio-economic status, large family size and public school attendance impact negatively on IQ and academic performance. Hence, measures to curb large family sizes (i.e.>4 children) and improve the socio-economic status of families are needed environmental measures to improve intelligence and academic performance.

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“…Recent studies from Uganda (Boivin et al, 2016, Boivin et al, 2010, Ruel et al, 2012), South Africa (Laughton et al, 2009) and Nigeria (Boyede et al, 2013a, Boyede et al, 2013b, Boyede et al, 2013c) have noted significant neurocognitive deficits. Thus identifying these deficits earlier would enable timely neurocognitive rehabilitation with development of psychosocial and educational interventions.…”

Section: Introductionmentioning

confidence: 99%

Neurocognitive functioning of HIV positive children attending the comprehensive care clinic at Kenyatta national hospital: exploring neurocognitive deficits and psychosocial risk factors

et al. 2018

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Children and adolescents are affected in different ways by HIV/AIDS. Neurocognitive deficits are one of the most significant long term effects on HIV infected children and adolescents. Several factors are thought to influence cognitive outcomes and this include immune status, Highly Active Antiretroviral Therapy (HAART), education and social support. The aim of the study was to assess the neurocognitive function of HIV infected children and adolescents and correlate it with psychosocial factors. A cross sectional study was carried out involving a sample of 90 children living with HIV between 8 and 15 years (M = 11.38, SD = 2.06) attending Comprehensive Care Clinic (CCC) at Kenyatta National Hospital (KNH). Samples were selected by using purposive sample technique. Kaufman Assessment Battery for Children-Second Edition was used to assess cognitive function and psychosocial issues were assessed using HEADS-ED. Data was analyzed using SPSS v23 and independent T-tests, Pearson's correlation and linear regression were used. The prevalence of neurocognitive deficits among HIV positive children attending CCC at KNH was 60% with neurocognitive performance of 54 children being at least 2SD below the mean based on the KABC-II scores. There was no significant correlation between mental processing index and CD4 count (Pearson's rho = -0.01, p = 0.39). There was no significant association between Mental Processing Index and viral load (p = 0.056) and early ARV initiation (0.27). Using the HEADS-ED, risks factors related to education (β = -5.67, p = 0.02) and activities and peer support (β = -9.1, p = 0.002) were significantly associated with poor neurocognitive performance. Neurocognitive deficits are prevalent among HIV positive children attending CCC-KNH. This extent of the deficits was not associated with low CD4 count, high viral load or early initiation in HIV care. However, poor school performance and problem with peers was associated with poor neurocognitive performance.

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The Neurocognitive Assessment of HIV-Infected School-Aged Nigerian Children

Cited by 6 publications

References 20 publications

Neurocognitive deficits and socioeconomic risk factors among children and adolescents living with HIV in sub-Saharan Africa: a systematic review

Neurocognitive deficits and socioeconomic risk factors among children and adolescents living with HIV in sub-Saharan Africa: a systematic review

Academic performance and intelligence quotient of primary school children in Enugu

Neurocognitive functioning of HIV positive children attending the comprehensive care clinic at Kenyatta national hospital: exploring neurocognitive deficits and psychosocial risk factors

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