Abstract
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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of School & Educational Psychology
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
