title: Effects of perinatal HIV infection and associated risk factors on cognitive development among young children.
abstract: OBJECTIVE
  We examined the effect of HIV, in combination with other important health and social factors, on the development of cognitive abilities of children perinatally exposed to HIV.
  
  
  METHODS
  Serial cognitive assessments were performed for 117 children who were infected vertically and 422 children who were exposed to but not infected with HIV, in a multicenter, natural history, longitudinal study. Repeated-measures analyses were used to evaluate the neurocognitive development of children between the ages of 3 and 7 years, as measured by the McCarthy Scales of Children's Abilities (MSCA).
  
  
  RESULTS
  Children with HIV infection and class C status scored significantly lower in all domains of cognitive development, across all time points, than did those who were HIV infected without an AIDS-defining illness and those who were HIV exposed but not infected. There were no significant differences between the 2 latter groups in General Cognitive Index or specific domain scores. Rates of change in cognitive development were comparable (parallel) among all 3 groups over a period of 4 years. Factors that were associated consistently and significantly with lower mean scores were HIV status, number of times an examination had been completed previously, primary language, maternal education, and gender. No factors were related to rate of change of any mean domain score.
  
  
  CONCLUSIONS
  An early AIDS-defining illness increased the risk of chronic static encephalopathy during the preschool and early school age years. Children with HIV infection but no class C event performed as well as noninfected children in measures of general cognitive ability. No significantly different profiles of strengths and weaknesses for verbal, perceptual-performance, quantitative, or memory functioning were observed among children with or without HIV infection. A number of factors were found to have significant effects on the mean scores of children in all 3 groups; however, they were not related to the rate at which learning occurred.
authors.affiliation: University of Illinois, Chicago, Illinois, USA. resmith@uic.edu
authors.forename: Renee
authors.initials: R
authors.lastname: Smith
authors.forename: Kathleen
authors.initials: K
authors.lastname: Malee
authors.forename: Robert
authors.initials: R
authors.lastname: Leighty
authors.forename: Pim
authors.initials: P
authors.lastname: Brouwers
authors.forename: Claude
authors.initials: C
authors.lastname: Mellins
authors.forename: Joan
authors.initials: J
authors.lastname: Hittelman
authors.forename: Cynthia
authors.initials: C
authors.lastname: Chase
authors.forename: Ileana
authors.initials: I
authors.lastname: Blasini
mesh_terms: D000293:Adolescent; D000328:Adult; D002648:Child; D002657:Child Development; D002675:Child, Preschool; D003071:Cognition; D005260:Female; D015658:HIV Infections / Q000150:complications / Q000151:congenital / Q000188:drug therapy / Q000523:psychology*; D006679:HIV Seropositivity; D006801:Humans; D007231:Infant, Newborn; D018445:Infectious Disease Transmission, Vertical; D007360:Intelligence; D008137:Longitudinal Studies; D011247:Pregnancy; D011251:Pregnancy Complications, Infectious / Q000188:drug therapy; D011597:Psychomotor Performance; D012307:Risk Factors; D012959:Socioeconomic Factors