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Brief report: relationship between HIV infection and WPPSI-R performance in preschool-age children
P E Fishkin1, F D Armstrong, D K Routh
1University of Miami, USA.
Insights
Perinatally acquired HIV infection in preschool children does not cause gross cognitive deficits. However, HIV-infected children showed specific deficits in visual-spatial skills, warranting further study in older populations.
Area of Science:
- Neurodevelopmental effects of pediatric HIV
- Child psychology and cognitive assessment
Background:
- Perinatally acquired HIV infection can impact child development.
- Preschool-aged children are a critical developmental window.
Purpose of the Study:
- To assess neurodevelopmental outcomes in preschool children with perinatally acquired HIV.
- To compare cognitive abilities between HIV-infected children and matched controls.
Main Methods:
- 40 preschool children (3-5 years) with HIV and 40 matched controls were assessed.
- The Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) was administered.
- Analysis focused on overall IQ and specific subtest performance.
Main Results:
- Both groups scored below average on IQ and subtests.
- No significant difference in combined Performance IQ (PIQ) and Verbal IQ (VIQ) between groups.
- HIV-infected children performed significantly lower on the Block Design subtest.
Conclusions:
- Preschool children with perinatally acquired HIV do not exhibit widespread cognitive impairment compared to controls.
- Evidence suggests focal neurodevelopmental deficits, particularly in visual-spatial abilities.
- Further research is recommended for older children to track long-term effects.
Objective:
To determine the neurodevelopmental effects of perinatally acquired HIV infection on children of preschool age.
Methods:
Participants included 40 children infected with HIV between the ages of three and five and an equal number of noninfected controls individually matched according to ethnicity, age, sex, and prenatal drug exposure. Participants were administered the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R), upon which an analysis of subtest distribution was conducted.
Results:
Whereas both groups evidenced mean IQ and subtest scores significantly below published norms, an effect for HIV group status was not found when a factor combining Performance IQ (PIQ) and Verbal IQ (VIQ) was analyzed. However, the group infected with HIV scored significantly lower than controls on the Block Design subtest.
Conclusions:
Gross cognitive deficits are not evident among preschool children infected with HIV relative to matched controls. However, this study does provides some evidence for more focal deficits. Further investigation with older children should be conducted.
