Hearing and sound processing in teens with HIV and its effects on learning, mood, and daily life
How sound processing in the ear and brain relates to educational outcomes, mental health, and quality of life in adolescents living with HIV
This project looks at whether differences in how the ear and brain process sound relate to learning, behavior, and quality of life for teenagers living with HIV.
Quick facts
| Grant type | R01 grant |
|---|---|
| Study type | NIH-funded research |
| Funding institution | Dartmouth College NIH-funded |
| Lab location | 1 site (Hanover, United States) |
| Project ID | NIH-11376389 on NIH RePORTER |
What this research studies
Researchers follow children and adolescents with and without HIV in Dar es Salaam, Tanzania and give regular hearing tests that measure the brain’s ability to process complex sounds, such as speech in background noise. They also track reading development, cognitive test performance, and behavioral and mental health measures over time to see how these areas change together. The team compares results between HIV-positive and HIV-negative peers and looks for early signs of central (brain-related) auditory problems that might predict school or mental health difficulties. Tests include standard audiograms and specialized central auditory processing tasks repeated across visits to monitor progress.
Who could benefit from this research
Good fit: Ideal candidates are children and adolescents living with HIV (roughly ages 12–20) who can attend clinic visits in the study area for hearing, reading, and cognitive testing.
Not a fit: People without HIV, very young children outside the enrolled age range, or those unable to complete hearing or cognitive tests (for example due to severe peripheral hearing loss or other disabilities) may not see direct benefit from this project.
Why it matters
Potential benefit: If successful, this work could help spot brain-related hearing problems earlier so children and teens with HIV can receive supports to improve reading, behavior, and mental health.
How similar studies have performed: Previous work, including longitudinal data from this cohort, has shown links between central auditory test performance and literacy and cognition, but using these tests clinically to guide interventions is still relatively new.
Where this research is happening
Hanover, United States
- Dartmouth College — Hanover, United States (Active)
Researchers
- Principal investigator: Buckey, Jay C — Dartmouth College
- Study coordinator: Buckey, Jay C
About this research
- This is an active NIH-funded research project — typically early-stage science, not a clinical trial accepting patient enrollment.
- Some NIH-funded labs run parallel clinical studies or seek volunteers for related work. To check, contact the principal investigator or institution listed above.
- For full project details, budget, and progress reports, visit the official NIH RePORTER page below.