HIV/AIDS in U.S. schools: Neuropsychological and psychoeducational implications

ABSTRACT

The introduction of new treatments for and increased knowledge about HIV/AIDS in the United States has resulted in a substantial decrease in mortality but an increase in morbidity for children with these conditions. Pediatric HIV/AIDS are best conceptualized using a neuropsychological approach to assessment and intervention, as children may present with neurological problems, neurocognitive deficits, psychiatric concerns, environmental considerations, and psychosocial difficulties including marginalization, discrimination, and stigma. As such, school psychologists who work with children with these conditions need to be intimately familiar with the factors that determine current functioning via a psychoeducational effect, as well as predict future outcomes. The purpose of this article is to provide information for school psychologists about the current state of research and practice with children who live with HIV/AIDS in the United States, including ethical and legal considerations and governmental actions. Recommendations for working with these children and their families and for developing individual and school-wide intervention and prevention programs are offered.

KEYWORDS:

• HIV/AIDS
• neuropsychology
• psychoeducational
• assessment
• prevention
• intervention

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Andrew S. Davis

Andrew S. Davis is the Chair of the Department of Educational Psychology, a Professor of Psychology, and the Director of the Ball State University Neuropsychology Laboratory. His research interests are primarily focused on applied aspects of clinical neuropsychology. This includes the neuropsychological functioning of neurologically and psychiatrically impaired individuals and psychometric issues in neuropsychological assessment. Dr. Davis was the Founding Editor of the Journal of Pediatric Neuropsychology and currently is an Associate Editor of the International Journal of School and Educational Psychology. Dr. Davis is a licensed psychologist and a diplomate of the American Board of Pediatric Neuropsychology.

Cathrine M. Short

Cathrine M. Short is a graduate student in the Department of Educational Psychology at Ball State University. She is completing her doctoral internship at Fort Wayne Neuropsychology.

Mary (Rina) M. Chittooran

Mary (Rina) M. Chittooran is a nationally certified school psychologist, an Associate Professor in the Education Policy & Equity Program in the School of Education, and a member of the Asian Studies faculty at Saint Louis University. Her primary research interests are in research ethics, intercultural competence, applied neuropsychology, and promoting the wellbeing of school-age children. Her teaching experience focuses on multicultural issues, research methods, and professional ethics. Chittooran is in her second term as an Associate Editor of the International Journal of School & Educational Psychology, serves as the Child Advocate on Saint Louis University’s Institutional Review Board, and is originally from India.