title: Violence exposure, trauma, and IQ and/or reading deficits among urban children.
abstract: BACKGROUND
  Exposure to violence in childhood has been associated with lower school grades. However, the association between violence exposure and performance on standardized tests (such as IQ or academic achievement) in children is unknown. It is also not known whether violence exposure itself or subsequent symptoms of trauma are primarily responsible for negative outcomes.
  
  
  OBJECTIVE
  To examine the relationship between violence exposure and trauma-related distress and standardized test performance among early school-aged urban children, controlling for important potential confounders.
  
  
  METHODS
  A total of 299 urban first-grade children and their caregivers were evaluated using self-report, interview, and standardized tests.
  
  
  METHODS
  The child's IQ (Wechsler Preschool and Primary Scale of Intelligence--Revised) and reading ability (Test of Early Reading Ability, second edition) were the outcomes of interest.
  
  
  RESULTS
  After controlling for confounders (child's gender, caregiver's IQ, home environment, socioeconomic status, and prenatal exposure to substance abuse) violence exposure was related to the child's IQ (P =.01) and reading ability (P =.045). Trauma-related distress accounted for additional variance in reading ability (P =.01). Using the derived regression equation to estimate effect sizes, a child experiencing both violence exposure and trauma-related distress at or above the 90th percentile would be expected to have a 7.5-point (SD, 0.5) decrement in IQ and a 9.8-point (SD, 0.66) decrement in reading achievement.
  
  
  CONCLUSIONS
  In this study, exposure to violence and trauma-related distress in young children were associated with substantial decrements in IQ and reading achievement.
authors.affiliation: Division of Neonatal/Perinatal Medicine, Department of Pediatrics, Children's Hospital of Michigan, 3901 Beaubien, Detroit, MI 48201-1498, USA. vdelaney@med.wayne.edu
authors.forename: Virginia
authors.initials: V
authors.lastname: Delaney-Black
authors.forename: Chandice
authors.initials: C
authors.lastname: Covington
authors.forename: Steven J
authors.initials: SJ
authors.lastname: Ondersma
authors.forename: Beth
authors.initials: B
authors.lastname: Nordstrom-Klee
authors.forename: Thomas
authors.initials: T
authors.lastname: Templin
authors.forename: Joel
authors.initials: J
authors.lastname: Ager
authors.forename: James
authors.initials: J
authors.lastname: Janisse
authors.forename: Robert J
authors.initials: RJ
authors.lastname: Sokol
mesh_terms: D001076:Aptitude; D002648:Child; D015331:Cohort Studies; D017579:Domestic Violence / Q000523:psychology* / Q000706:statistics & numerical data; D004410:Dyslexia / Q000453:epidemiology* / Q000209:etiology*; D004521:Educational Measurement; D005260:Female; D006801:Humans; D015994:Incidence; D007360:Intelligence; D008297:Male; D011336:Probability; D012044:Regression Analysis; D012307:Risk Factors; D012494:Sampling Studies; D012959:Socioeconomic Factors; D013313:Stress Disorders, Post-Traumatic / Q000150:complications / Q000453:epidemiology*; D014505:Urban Population