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P. Msellati, P. Lepage, D. Hitimana, C. Van Goethem, P. Van de Perre and F. Dabis, “Neurodevelopmental Testing of Children Born to Human Immunodeficiency Virus Type 1 Seropositive and Seronegative Mothers: A Prospective Cohort Study in Kigali, Rwanda,” Pediatrics, Vol. 92, No. 6, 1993, pp. 843-848.

has been cited by the following article:

• TITLE: The Neurocognitive Assessment of HIV-Infected School-Aged Nigerian Children

  AUTHORS: Gbemisola O. Boyede, Foluso E. A. Lesi, Chinyere V. Ezeaka, Charles S. Umeh

  KEYWORDS: Pediatric HIV; Cognitive Assessment; School-Age Children; Ravens Progressive Matrices; Nigeria

  JOURNAL NAME: World Journal of AIDS, Vol.3 No.2, June 7, 2013

  ABSTRACT: Objective: Studies available on cognitive function among school-aged HIV-infected African and in particular Nigerian children are few. The purpose of the study was to assess the neurocognitive function of a group of HIV-infected schoolaged (6 - 15 years) children using the Raven’s Standard Progressive Matrices (RPM). Method: Cognitive assessments of 69 HIV positive children and 69 age- and sex-matched apparently healthy HIV negative control children were performed using the Raven’s Standard Progressive Matrices (RPM). The children were subdivided (Piaget’s developmental staging) into two sub-groups: the concrete operation stage (6 - 11 years) and the formal operation stage (12 - 15 years) for analysis. Result: The mean RPM score for the HIV positive children was 18.2 (8.0 - 47.0, SD 9.8) which was significantly lower than the score of 27.2 (8.0 - 52.0, SD 13.8) for the HIV negative children (p formance at below average to intellectually defective range. Conclusion: School-aged HIV positive children had significantly lower cognitive scores compared with age and gender-matched HIV negative children. Routine neuropsychological evaluation of all school-aged HIV-infected children is recommended. Early detection of cognitive impairment will help in planning appropriate interventions.