Arinda Anita, Nakasujja Noeline, McKay Mary M, Ssewamala Fred M, Mugisha James
Department of Psychiatry, College of Health Sciences, Makerere University, Kampala, Uganda.
Washington University in St. Louis, St. Louis, Missouri.
AIDS Educ Prev. 2024 Dec;36(6):415-427. doi: 10.1521/aeap.2024.36.6.415.
Adolescents with intellectual disability (ID) are often deficient in knowledge about HIV/AIDS. This pilot study evaluated the impact and acceptability of an HIV education intervention for adolescents with mild-to-moderate ID delivered in a peri-urban setting in Uganda. This quasi-experimental study involved 60 adolescents with mild to moderate ID evenly split between the intervention and control groups. Data were collected using a questionnaire that included sociodemographic information, HIV knowledge and attitudes, and acceptability measures, administered at baseline, immediately postintervention, and 3 months later. Approximately 53.3% of the participants were male, and 50% had mild ID. Immediately post-intervention, the intervention group reported a significantly higher increase in HIV knowledge (8.5 vs. -0.2, < .001) and attitudes (3.9 vs. 0.1, < .001) than the control group. A similar significant increase was maintained at 3 months post-intervention. These findings show that tailored education programs can improve HIV knowledge and attitudes in adolescents with ID.
患有智力障碍（ID）的青少年往往缺乏有关艾滋病毒/艾滋病的知识。这项试点研究评估了在乌干达城郊地区为轻度至中度智力障碍青少年开展的艾滋病毒教育干预措施的影响和可接受性。这项准实验研究涉及60名轻度至中度智力障碍青少年，他们被平均分为干预组和对照组。使用一份问卷收集数据，问卷包括社会人口统计学信息、艾滋病毒知识和态度以及可接受性测量指标，在基线、干预后立即以及3个月后进行调查。大约53.3%的参与者为男性，50%患有轻度智力障碍。干预后立即进行调查时，干预组报告称，其在艾滋病毒知识（8.5对 -0.2，<0.001）和态度（3.9对0.1，<0.001）方面的提升显著高于对照组。在干预后3个月时，保持了类似的显著提升。这些研究结果表明，量身定制的教育项目可以提高智力障碍青少年的艾滋病毒知识和态度。
