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DiCola K, Antosy A, Steinberg DM. Back to School: Parental Concerns of Children with Hematological and Oncological Conditions During the COVID-19 Pandemic. CONTINUITY IN EDUCATION 2023; 4:126-138. [PMID: 38774906 PMCID: PMC11104308 DOI: 10.5334/cie.92] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/11/2023] [Accepted: 08/19/2023] [Indexed: 05/24/2024]
Abstract
The Coronavirus Disease 2019 (COVID-19) pandemic has significantly affected the educational system. Historically, children with hematological and oncological conditions have experienced academic challenges. A retrospective chart review was conducted. Charts reviewed included children with oncology or hematology conditions, whose parents expressed educational concerns and were referred to an educational liaison in the Pediatric Hematology, Oncology, and Stem Cell Transplantation Division. The parental concerns for 102 children (M age = 10.03 ± 4.7; 59.8% male; 43.1% Latinx/Hispanic) during the first half of the 2021 to 2022 academic year were extracted. Overall, all parents reported at least one concern with the average reporting 2.24 ± 1.34 (range of 1-6 concerns). The most common general concerns regarded: Individualized Education Programs (IEP) or special education evaluations; 504 accommodations; home instruction; school enrollment. Almost half of the parents had additional concerns they specifically attributed to COVID-19. Children with hematological and oncological conditions were experiencing various needs at this time, which likely have continued implications. It is important for educators, school psychologists, and health care providers to remain cognizant of the educational needs of medically vulnerable populations. Children with hematological and oncological conditions benefit from regular evaluation of their needs, as well as proactive forms of intervention.
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Zand MS, Spallina S, Ross A, Zandi K, Pawlowski A, Seplaki CL, Herington J, Corbett AM, Kaukeinen K, Holden-Wiltse J, Freedman EG, Alcantara L, Li D, Cameron A, Beaumont N, Dozier A, Dewhurst S, Foxe JJ. Ventilation during COVID-19 in a school for students with intellectual and developmental disabilities (IDD). MEDRXIV : THE PREPRINT SERVER FOR HEALTH SCIENCES 2023:2023.09.08.23295268. [PMID: 37732178 PMCID: PMC10508805 DOI: 10.1101/2023.09.08.23295268] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/22/2023]
Abstract
Background This study examined the correlation of classroom ventilation (air exchanges per hour (ACH)) and exposure to CO2 ≥1,000 ppm with the incidence of SARS-CoV-2 over a 20-month period in a specialized school for students with intellectual and developmental disabilities (IDD). These students were at a higher risk of respiratory infection from SARS-CoV-2 due to challenges in tolerating mitigation measures (e.g. masking). One in-school measure proposed to help mitigate the risk of SARS-CoV-2 infection in schools is increased ventilation. Methods We established a community-engaged research partnership between the University of Rochester and the Mary Cariola Center school for students with IDD. Ambient CO2 levels were measured in 100 school rooms, and air changes per hour (ACH) were calculated. The number of SARS-CoV-2 cases for each room was collected over 20 months. Results 97% of rooms had an estimated ACH ≤4.0, with 7% having CO2 levels ≥2,000 ppm for up to 3 hours per school day. A statistically significant correlation was found between the time that a room had CO2 levels ≥1,000 ppm and SARS-CoV-2 PCR tests normalized to room occupancy, accounting for 43% of the variance. No statistically significant correlation was found for room ACH and per-room SARS-CoV-2 cases. Rooms with ventilation systems using MERV-13 filters had lower SARS-CoV-2-positive PCR counts. These findings led to ongoing efforts to upgrade the ventilation systems in this community-engaged research project. Conclusions There was a statistically significant correlation between the total time of room CO2 concentrations ≥1,000 and SARS-CoV-2 cases in an IDD school. Merv-13 filters appear to decrease the incidence of SARS-CoV-2 infection. This research partnership identified areas for improving in-school ventilation.
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Affiliation(s)
- Martin S. Zand
- Department of Medicine, Division of Nephrology, University of Rochester, Rochester, NY, USA
- Clinical and Translational Science Institute, University of Rochester, Rochester, NY, USA
- Department of Public Health Sciences, University of Rochester, Rochester, NY, USA
| | - Samantha Spallina
- The Frederick J. and Marion A. Schindler Cognitive Neurophysiology Laboratory, The Ernest J. Del Monte Institute for Neuroscience, Department of Neuroscience, University of Rochester School of Medicine and Dentistry, Rochester, NY, USA
| | - Alexis Ross
- The Frederick J. and Marion A. Schindler Cognitive Neurophysiology Laboratory, The Ernest J. Del Monte Institute for Neuroscience, Department of Neuroscience, University of Rochester School of Medicine and Dentistry, Rochester, NY, USA
| | | | | | - Christopher L. Seplaki
- Department of Public Health Sciences, University of Rochester, Rochester, NY, USA
- Department of Psychiatry, University of Rochester, Rochester, NY, USA
| | - Jonathan Herington
- Department of Health Humanities and Bioethics, University of Rochester, Rochester, NY, USA
| | - Anthony M. Corbett
- Clinical and Translational Science Institute, University of Rochester, Rochester, NY, USA
| | - Kimberly Kaukeinen
- Clinical and Translational Science Institute, University of Rochester, Rochester, NY, USA
| | - Jeanne Holden-Wiltse
- Clinical and Translational Science Institute, University of Rochester, Rochester, NY, USA
| | - Edward G. Freedman
- The Frederick J. and Marion A. Schindler Cognitive Neurophysiology Laboratory, The Ernest J. Del Monte Institute for Neuroscience, Department of Neuroscience, University of Rochester School of Medicine and Dentistry, Rochester, NY, USA
| | - Lisette Alcantara
- Clinical and Translational Science Institute, University of Rochester, Rochester, NY, USA
| | - Dongmei Li
- Clinical and Translational Science Institute, University of Rochester, Rochester, NY, USA
| | - Andrew Cameron
- Department of Pathology and Laboratory Medicine, University of Rochester, Rochester, NY, USA
| | - Nicole Beaumont
- The Frederick J. and Marion A. Schindler Cognitive Neurophysiology Laboratory, The Ernest J. Del Monte Institute for Neuroscience, Department of Neuroscience, University of Rochester School of Medicine and Dentistry, Rochester, NY, USA
| | - Ann Dozier
- Department of Public Health Sciences, University of Rochester, Rochester, NY, USA
| | - Stephen Dewhurst
- Department of Microbiology and Immunology, University of Rochester, Rochester, NY, USA
| | - John J. Foxe
- The Frederick J. and Marion A. Schindler Cognitive Neurophysiology Laboratory, The Ernest J. Del Monte Institute for Neuroscience, Department of Neuroscience, University of Rochester School of Medicine and Dentistry, Rochester, NY, USA
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Coller RJ, Kelly MM, Eickhoff J, Johnson SB, Zhao Q, Warner G, Katz B, Butteris SM, Ehlenbach ML, Koval S, Howell KD, DeMuri GP. School Attendance Decisions for Children With Medical Complexity During COVID-19. Pediatrics 2023; 152:e2022060352K. [PMID: 37394510 PMCID: PMC10312281 DOI: 10.1542/peds.2022-060352k] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 04/04/2023] [Indexed: 07/04/2023] Open
Abstract
OBJECTIVE School attendance by children with medical complexity (CMC) may be influenced by parent perceptions of their child's risk for coronavirus disease 2019 (COVID-19). The authors of this study aimed to quantify in-person school attendance and identify attendance predictors. METHODS From June to August 2021, surveys were collected from English- and Spanish-speaking parents of children aged 5 to 17 years with ≥1 complex chronic condition who received care at an academic tertiary children's hospital in the Midwestern United States and who attended school prepandemic. The outcome, in-person attendance, was defined dichotomously as any in-person attendance versus none. We evaluated parent-perceived school attendance benefits, barriers, motivation, and cues, COVID-19 severity and susceptibility using survey items derived from the health belief model (HBM). Latent HBM constructs were estimated with exploratory factor analysis. Associations between the outcome and the HBM were evaluated with multivariable logistic regression and structural equation models. RESULTS Among 1330 families (response rate 45%), 19% of CMC were not attending in-person school. Few demographic and clinical variables predicted school attendance. In adjusted models, family-perceived barriers, motivation, and cues predicted in-person attendance, whereas benefits, susceptibility, and severity did not. The predicted probability (95% confidence interval) of attendance ranged from 80% (70% to 87%) for high perceived barriers to 99% (95% to 99%) for low perceived barriers. Younger age (P <.01) and previous COVID-19 infection (P = .02) also predicted school attendance. CONCLUSIONS Overall, 1 in 5 CMC did not attend school at the end of the 2020 to 2021 academic year. Family perceptions of schools' mitigation policies and encouragement of attendance may be promising avenues to address this disparity.
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Affiliation(s)
| | | | - Jens Eickhoff
- Department of Pediatrics, Johns Hopkins School of Medicine, Baltimore, Maryland
| | | | - Qianqian Zhao
- Department of Pediatrics, Johns Hopkins School of Medicine, Baltimore, Maryland
| | | | | | | | | | - Shawn Koval
- Healthy Kids Collaborative, UW Health, Madison, Wisconsin
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Baskak D, Ozbey S, Yucesan M, Gul M. COVID-19 safe campus evaluation for universities by a hybrid interval type-2 fuzzy decision-making model. ENVIRONMENTAL SCIENCE AND POLLUTION RESEARCH INTERNATIONAL 2023; 30:8133-8153. [PMID: 36056282 PMCID: PMC9438885 DOI: 10.1007/s11356-022-22796-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/25/2022] [Accepted: 08/26/2022] [Indexed: 06/15/2023]
Abstract
The fight against the COVID-19 pandemic, which has affected the whole world in recent years and has had devastating effects on all segments of society, has been one of the most important priorities. The Turkish Standards Institution has determined a checklist to contribute to developing safe and clean environments in higher education institutions in Turkey and to follow-up on infection control measures. However, this study is only a checklist that makes it necessary for decision-makers to make a subjective evaluation during the evaluation process, while the need to develop a more effective, systematic framework that takes into account the importance levels of multiple criteria has emerged. Therefore, this study applies the best-worst method under interval type-2 fuzzy set concept (IT2F-BWM) to determine the importance levels of criteria affecting the "COVID-19 safe campus" evaluation of universities in the context of global pandemic. A three-level hierarchy consisting of three main criteria, 11 sub-criteria, and 58 sub-criteria has been created for this aim. Considering the hierarchy, the most important sub-criterion was determined as periodic disinfection. The high contribution of the interval-valued type-2 fuzzy sets in expressing the uncertainty in the decision-makers' evaluations and the fact that BWM provides criterion weights with a mathematical optimization model that produces less pairwise comparisons and higher consistency are the main factors in choosing this approach. Simple additive weighting (SAW) has also been injected into the IT2F-BWM to determine the safety level of any university campus regarding COVID-19. Thus, decision-makers will be better prepared for the devastating effects of the pandemic by first improving the factors that are relatively important in the fight against the pandemic. In addition, a threshold value will be determined by considering all criteria, and it will prepare the ground for a road map for campuses. A case study is employed to apply the proposed model, and a comparison study is also presented with the Bayesian BWM to validate the results of the criteria weights.
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Affiliation(s)
- Dilber Baskak
- Faculty of Health Sciences, Department of Emergency Aid and Disaster Management, Munzur University, Tunceli, Turkey
| | - Sumeyye Ozbey
- Faculty of Health Sciences, Department of Emergency Aid and Disaster Management, Munzur University, Tunceli, Turkey
| | - Melih Yucesan
- Faculty of Health Sciences, Department of Emergency Aid and Disaster Management, Munzur University, Tunceli, Turkey
| | - Muhammet Gul
- School of Transportation and Logistics, Istanbul University, 34320 Avcılar-Istanbul, Turkey
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Spencer P, Timpe Z, Verlenden J, Rasberry CN, Moore S, Yeargin-Allsopp M, Claussen AH, Lee S, Murray C, Tripathi T, Conklin S, Iachan R, McConnell L, Deng X, Pampati S. Challenges experienced by U.S. K-12 public schools in serving students with special education needs or underlying health conditions during the COVID-19 pandemic and strategies for improved accessibility. Disabil Health J 2022; 16:101428. [PMID: 36610820 PMCID: PMC9741764 DOI: 10.1016/j.dhjo.2022.101428] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2022] [Revised: 11/29/2022] [Accepted: 12/06/2022] [Indexed: 12/14/2022]
Abstract
BACKGROUND Students with special education needs or underlying health conditions have been disproportionately impacted (e.g., by reduced access to services) throughout the COVID-19 pandemic. OBJECTIVE This study describes challenges reported by schools in providing services and supports to students with special education needs or underlying health conditions and describes schools' use of accessible communication strategies for COVID-19 prevention. METHODS This study analyzes survey data from a nationally representative sample of U.S. K-12 public schools (n = 420, February-March 2022). Weighted prevalence estimates of challenges in serving students with special education needs or underlying health conditions and use of accessible communication strategies are presented. Differences by school locale (city/suburb vs. town/rural) are examined using chi-square tests. RESULTS The two most frequently reported school-based challenges were staff shortages (51.3%) and student compliance with prevention strategies (32.4%), and the two most frequently reported home-based challenges were the lack of learning partners at home (25.5%) and lack of digital literacy among students' families (21.4%). A minority of schools reported using accessible communications strategies for COVID-19 prevention efforts, such as low-literacy materials (7.3%) and transcripts that accompany podcasts or videos (6.7%). Town/rural schools were more likely to report non-existent or insufficient access to the internet at home and less likely to report use of certain accessible communication than city/suburb schools. CONCLUSION Schools might need additional supports to address challenges in serving students with special education needs or with underlying health conditions and improve use of accessible communication strategies for COVID-19 and other infectious disease prevention.
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Affiliation(s)
| | | | - Jorge Verlenden
- CDC Division of Adolescent and School Health, National Center for HIV, Viral Hepatitis, STD, and TB Prevention, USA
| | - Catherine N Rasberry
- CDC Division of Adolescent and School Health, National Center for HIV, Viral Hepatitis, STD, and TB Prevention, USA
| | | | - Marshalyn Yeargin-Allsopp
- CDC Division of Human Development and Disability, National Center on Birth Defects and Developmental Disabilities, USA
| | - Angelika H Claussen
- CDC Division of Human Development and Disability, National Center on Birth Defects and Developmental Disabilities, USA
| | - Sarah Lee
- CDC Division of Population Health, National Center for Chronic Disease Prevention and Health Promotion, USA
| | | | | | | | | | | | | | - Sanjana Pampati
- CDC Division of Adolescent and School Health, National Center for HIV, Viral Hepatitis, STD, and TB Prevention, USA
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Coller RJ, Kelly MM, Howell KD, Warner G, Butteris SM, Ehlenbach ML, Werner N, Katz B, McBride JA, Kieren M, Koval S, DeMuri GP. In-Home COVID-19 Testing for Children With Medical Complexity: Feasibility and Association With School Attendance and Safety Perceptions. Am J Public Health 2022; 112:S878-S882. [PMID: 36108256 PMCID: PMC9707728 DOI: 10.2105/ajph.2022.306971] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/04/2022] [Indexed: 01/29/2023]
Abstract
The REstarting Safe Education and Testing program for children with medical complexity was implemented in May 2021 at the University of Wisconsin to evaluate the feasibility of in-home rapid antigen COVID-19 testing among neurocognitively affected children. Parents or guardians administered BinaxNOW rapid antigen self-tests twice weekly for three months and changed to symptom and exposure testing or continued surveillance. In-home testing was feasible: nearly all (92.5%) expected tests were conducted. Symptomatic testing identified seven of nine COVID-19 cases. School safety perceptions were higher among those opting for symptom testing. Clinical Trials.gov identifier: NCT04895085. (Am J Public Health. 2022;112(S9):S878-S882. https://doi.org/10.2105/AJPH.2022.306971).
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Affiliation(s)
- Ryan J Coller
- Ryan J. Coller, Michelle M. Kelly, Kristina Devi Howell, Gemma Warner, Sabrina M. Butteris, Mary L. Ehlenbach, Joseph A. McBride, Madeline Kieren, and Gregory P. DeMuri are with the Department of Pediatrics, University of Wisconsin School of Medicine and Public Health, Madison. Nicole Werner is with the Department of Industrial and Systems Engineering, University of Wisconsin-Madison. Barbara Katz is with Family Voices of Wisconsin, Madison. Shawn Koval is with the Health Kids Collaborative, UW Health, Madison, WI
| | - Michelle M Kelly
- Ryan J. Coller, Michelle M. Kelly, Kristina Devi Howell, Gemma Warner, Sabrina M. Butteris, Mary L. Ehlenbach, Joseph A. McBride, Madeline Kieren, and Gregory P. DeMuri are with the Department of Pediatrics, University of Wisconsin School of Medicine and Public Health, Madison. Nicole Werner is with the Department of Industrial and Systems Engineering, University of Wisconsin-Madison. Barbara Katz is with Family Voices of Wisconsin, Madison. Shawn Koval is with the Health Kids Collaborative, UW Health, Madison, WI
| | - Kristina Devi Howell
- Ryan J. Coller, Michelle M. Kelly, Kristina Devi Howell, Gemma Warner, Sabrina M. Butteris, Mary L. Ehlenbach, Joseph A. McBride, Madeline Kieren, and Gregory P. DeMuri are with the Department of Pediatrics, University of Wisconsin School of Medicine and Public Health, Madison. Nicole Werner is with the Department of Industrial and Systems Engineering, University of Wisconsin-Madison. Barbara Katz is with Family Voices of Wisconsin, Madison. Shawn Koval is with the Health Kids Collaborative, UW Health, Madison, WI
| | - Gemma Warner
- Ryan J. Coller, Michelle M. Kelly, Kristina Devi Howell, Gemma Warner, Sabrina M. Butteris, Mary L. Ehlenbach, Joseph A. McBride, Madeline Kieren, and Gregory P. DeMuri are with the Department of Pediatrics, University of Wisconsin School of Medicine and Public Health, Madison. Nicole Werner is with the Department of Industrial and Systems Engineering, University of Wisconsin-Madison. Barbara Katz is with Family Voices of Wisconsin, Madison. Shawn Koval is with the Health Kids Collaborative, UW Health, Madison, WI
| | - Sabrina M Butteris
- Ryan J. Coller, Michelle M. Kelly, Kristina Devi Howell, Gemma Warner, Sabrina M. Butteris, Mary L. Ehlenbach, Joseph A. McBride, Madeline Kieren, and Gregory P. DeMuri are with the Department of Pediatrics, University of Wisconsin School of Medicine and Public Health, Madison. Nicole Werner is with the Department of Industrial and Systems Engineering, University of Wisconsin-Madison. Barbara Katz is with Family Voices of Wisconsin, Madison. Shawn Koval is with the Health Kids Collaborative, UW Health, Madison, WI
| | - Mary L Ehlenbach
- Ryan J. Coller, Michelle M. Kelly, Kristina Devi Howell, Gemma Warner, Sabrina M. Butteris, Mary L. Ehlenbach, Joseph A. McBride, Madeline Kieren, and Gregory P. DeMuri are with the Department of Pediatrics, University of Wisconsin School of Medicine and Public Health, Madison. Nicole Werner is with the Department of Industrial and Systems Engineering, University of Wisconsin-Madison. Barbara Katz is with Family Voices of Wisconsin, Madison. Shawn Koval is with the Health Kids Collaborative, UW Health, Madison, WI
| | - Nicole Werner
- Ryan J. Coller, Michelle M. Kelly, Kristina Devi Howell, Gemma Warner, Sabrina M. Butteris, Mary L. Ehlenbach, Joseph A. McBride, Madeline Kieren, and Gregory P. DeMuri are with the Department of Pediatrics, University of Wisconsin School of Medicine and Public Health, Madison. Nicole Werner is with the Department of Industrial and Systems Engineering, University of Wisconsin-Madison. Barbara Katz is with Family Voices of Wisconsin, Madison. Shawn Koval is with the Health Kids Collaborative, UW Health, Madison, WI
| | - Barbara Katz
- Ryan J. Coller, Michelle M. Kelly, Kristina Devi Howell, Gemma Warner, Sabrina M. Butteris, Mary L. Ehlenbach, Joseph A. McBride, Madeline Kieren, and Gregory P. DeMuri are with the Department of Pediatrics, University of Wisconsin School of Medicine and Public Health, Madison. Nicole Werner is with the Department of Industrial and Systems Engineering, University of Wisconsin-Madison. Barbara Katz is with Family Voices of Wisconsin, Madison. Shawn Koval is with the Health Kids Collaborative, UW Health, Madison, WI
| | - Joseph A McBride
- Ryan J. Coller, Michelle M. Kelly, Kristina Devi Howell, Gemma Warner, Sabrina M. Butteris, Mary L. Ehlenbach, Joseph A. McBride, Madeline Kieren, and Gregory P. DeMuri are with the Department of Pediatrics, University of Wisconsin School of Medicine and Public Health, Madison. Nicole Werner is with the Department of Industrial and Systems Engineering, University of Wisconsin-Madison. Barbara Katz is with Family Voices of Wisconsin, Madison. Shawn Koval is with the Health Kids Collaborative, UW Health, Madison, WI
| | - Madeline Kieren
- Ryan J. Coller, Michelle M. Kelly, Kristina Devi Howell, Gemma Warner, Sabrina M. Butteris, Mary L. Ehlenbach, Joseph A. McBride, Madeline Kieren, and Gregory P. DeMuri are with the Department of Pediatrics, University of Wisconsin School of Medicine and Public Health, Madison. Nicole Werner is with the Department of Industrial and Systems Engineering, University of Wisconsin-Madison. Barbara Katz is with Family Voices of Wisconsin, Madison. Shawn Koval is with the Health Kids Collaborative, UW Health, Madison, WI
| | - Shawn Koval
- Ryan J. Coller, Michelle M. Kelly, Kristina Devi Howell, Gemma Warner, Sabrina M. Butteris, Mary L. Ehlenbach, Joseph A. McBride, Madeline Kieren, and Gregory P. DeMuri are with the Department of Pediatrics, University of Wisconsin School of Medicine and Public Health, Madison. Nicole Werner is with the Department of Industrial and Systems Engineering, University of Wisconsin-Madison. Barbara Katz is with Family Voices of Wisconsin, Madison. Shawn Koval is with the Health Kids Collaborative, UW Health, Madison, WI
| | - Gregory P DeMuri
- Ryan J. Coller, Michelle M. Kelly, Kristina Devi Howell, Gemma Warner, Sabrina M. Butteris, Mary L. Ehlenbach, Joseph A. McBride, Madeline Kieren, and Gregory P. DeMuri are with the Department of Pediatrics, University of Wisconsin School of Medicine and Public Health, Madison. Nicole Werner is with the Department of Industrial and Systems Engineering, University of Wisconsin-Madison. Barbara Katz is with Family Voices of Wisconsin, Madison. Shawn Koval is with the Health Kids Collaborative, UW Health, Madison, WI
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Jones EF, Singh V, Holingue C, Errichetti CL, Myers L, Sherby MR, Gurnett C, Newland J, Kalb L. Understanding educators' perspectives and experiences of COVID-19 in schools serving children with intellectual/developmental disabilities. FRONTIERS IN EDUCATION 2022; 7:949430. [PMID: 37799289 PMCID: PMC10552794 DOI: 10.3389/feduc.2022.949430] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 10/07/2023]
Abstract
The COVID-19 pandemic has significantly impacted educators, both personally and professionally. However, very little is known about the extent of these impacts among educators' serving children with intellectual and developmental disabilities (IDD). The present study surveyed 230 educators (teachers, staff, and administrators) to assess their wellbeing, concerns during the pandemic, and perceived importance of various COVID-19 school mitigation strategies. Data were gathered May/June of 2021 from two separate school districts, one in the Midwest and the other in the Mid-Atlantic, serving children with IDD. Nearly half of all survey respondents reported poor wellbeing. Almost all educators reported health of themselves, students, and family members was their greatest concern when compared to pandemic-related disruption of their duties or benefits (e.g., not having enough sick time). Most educators felt disinfecting routines, vaccinations, and daily health checks were the most helpful in preventing the spread of COVID-19 in schools, while in-school mask mandates and weekly testing of students and staff were perceived as less helpful. Our findings suggest that efforts are needed to support the wellbeing of educators during these challenging times. When pandemic-related policies and procedures are decided by administrators, our data suggest educators will review decisions within the framework of health and safety of themselves, their students, and families. Understanding this framework may be particularly valuable when considering implementation of COVID-19 policies, like masking and COVID-19 testing, that are less preferred.
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Affiliation(s)
- Erin F. Jones
- Information Systems Department, Kennedy Krieger Institute, Baltimore, MD, United States
| | - Vini Singh
- Center for Autism and Related Disorders, Kennedy Krieger Institute, Baltimore, MD, United States
| | - Calliope Holingue
- Center for Autism and Related Disorders, Kennedy Krieger Institute, Baltimore, MD, United States
- Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, United States
| | - Cheryl Lyn Errichetti
- Maryland Center for Developmental Disabilities, Kennedy Krieger Institute, Baltimore, MD, United States
| | - Linda Myers
- Special Education, Kennedy Krieger Institute, Baltimore, MD, United States
| | - Michael R. Sherby
- Department of Neurology, Washington University in St. Louis, Baltimore, MO, United States
| | - Christina Gurnett
- Department of Neurology, Washington University in St. Louis, Baltimore, MO, United States
| | - Jason Newland
- Department of Neurology, Washington University in St. Louis, Baltimore, MO, United States
| | - Luther Kalb
- Center for Autism and Related Disorders, Kennedy Krieger Institute, Baltimore, MD, United States
- Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, United States
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8
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Jolliff A, Werner NE, Barton HJ, Howell KD, Kelly MM, Morgen M, Ehlenbach M, Warner G, Katz B, Kieren M, DeMuri G, Coller RJ. Caregiver perceptions of in-home COVID-19 testing for children with medical complexity: a qualitative study. BMC Pediatr 2022; 22:533. [PMID: 36076181 PMCID: PMC9452877 DOI: 10.1186/s12887-022-03550-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/18/2022] [Accepted: 08/05/2022] [Indexed: 01/29/2023] Open
Abstract
BACKGROUND In-home direct antigen rapid testing (DART) plays a major role in COVID-19 mitigation and policy. However, perceptions of DART within high-risk, intellectually impaired child populations are unknown. This lack of research could negatively influence DART uptake and utility among those who stand to benefit most from DART. The purpose of this study was to describe caregivers' perceptions of an in-home COVID-19 DART regimen in children with medical complexity, including the benefits and limitations of DART use. METHODS This qualitative study was a subproject of the NIH Rapid Acceleration of Diagnostics Underserved Populations research program at the University of Wisconsin. We combined survey data and the thematic analysis of semi-structured interview data to understand caregivers' perceptions of in-home COVID-19 testing and motivators to perform testing. Caregivers of children with medical complexity were recruited from the Pediatric Complex Care Program at the University of Wisconsin (PCCP). Data were collected between May and August 2021. RESULTS Among n = 20 caregivers, 16/20 (80%) of their children had neurologic conditions and 12/20 (60%) used home oxygen. Survey data revealed that the largest caregiver motivators to test their child were to get early treatment if positive (18/20 [90%] of respondents agreed) and to let the child's school know if the child was safe to attend (17/20 [85%] agreed). Demotivators to testing included that the child could still get COVID-19 later (7/20 [35%] agreed), and the need for officials to reach out to close contacts (6/20 [30%] agreed). From interview data, four overarching themes described perceptions of in-home COVID-19 testing: Caregivers perceived DART on a spectrum of 1) benign to traumatic and 2) simple to complex. Caregivers varied in the 3) extent to which DART contributed to their peace of mind and 4) implications of test results for their child. CONCLUSIONS Although participants often described DART as easy to administer and contributing to peace of mind, they also faced critical challenges and limitations using DART. Future research should investigate how to minimize the complexity of DART within high-risk populations, while leveraging DART to facilitate safe school attendance for children with medical complexity and reduce caregiver burden.
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Affiliation(s)
- Anna Jolliff
- grid.411377.70000 0001 0790 959XDepartment of Health and Wellness Design, Indiana University School of Public Health-Bloomington, 1025 E 7th St, Bloomington, IN 47405 USA
| | - Nicole E. Werner
- grid.411377.70000 0001 0790 959XDepartment of Health and Wellness Design, Indiana University School of Public Health-Bloomington, 1025 E 7th St, Bloomington, IN 47405 USA
| | - Hanna J. Barton
- grid.14003.360000 0001 2167 3675Department of Industrial and Systems Engineering, University of Wisconsin – Madison, 1550 Engineering Drive, Madison, WI 53706 USA
| | - Kristina Devi Howell
- grid.14003.360000 0001 2167 3675Department of Pediatrics, School of Medicine and Public Health, University of Wisconsin-Madison, Madison, USA
| | - Michelle M. Kelly
- grid.14003.360000 0001 2167 3675Department of Pediatrics, School of Medicine and Public Health, University of Wisconsin-Madison, Madison, USA
| | - Makenzie Morgen
- grid.14003.360000 0001 2167 3675Department of Pediatrics, School of Medicine and Public Health, University of Wisconsin-Madison, Madison, USA
| | - Mary Ehlenbach
- grid.14003.360000 0001 2167 3675Department of Pediatrics, School of Medicine and Public Health, University of Wisconsin-Madison, Madison, USA
| | - Gemma Warner
- grid.14003.360000 0001 2167 3675Department of Pediatrics, School of Medicine and Public Health, University of Wisconsin-Madison, Madison, USA
| | | | - Madeline Kieren
- grid.14003.360000 0001 2167 3675Department of Pediatrics, School of Medicine and Public Health, University of Wisconsin-Madison, Madison, USA
| | - Gregory DeMuri
- grid.14003.360000 0001 2167 3675Department of Pediatrics, School of Medicine and Public Health, University of Wisconsin-Madison, Madison, USA
| | - Ryan J. Coller
- grid.14003.360000 0001 2167 3675Department of Pediatrics, School of Medicine and Public Health, University of Wisconsin-Madison, Madison, USA
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Barton HJ, Werner NE, Morgen M, DeMuri GP, Kelly MM, Wald ER, Warner G, Katz B, Coller RJ. Task Analysis of In-Home SARS-CoV-2 Rapid Antigen Testing by Families. Pediatrics 2022; 150:188098. [PMID: 35610754 PMCID: PMC9677708 DOI: 10.1542/peds.2022-056681] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 05/02/2022] [Indexed: 11/24/2022] Open
Affiliation(s)
- Hanna J. Barton
- Department of Industrial and Systems Engineering, University of Wisconsin-Madison
| | - Nicole E. Werner
- Department of Industrial and Systems Engineering, University of Wisconsin-Madison
| | | | | | | | - Ellen R. Wald
- Department of Pediatrics, University of Wisconsin-Madison
| | - Gemma Warner
- Department of Pediatrics, University of Wisconsin-Madison
| | | | - Ryan J. Coller
- Department of Pediatrics, University of Wisconsin-Madison
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D’Agostino EM, Haroz EE, Linde S, Layer M, Green M, Ko LK. School-Academic Partnerships in Support of Safe Return to Schools During the COVID-19 Pandemic. Pediatrics 2022; 149:e2021054268C. [PMID: 34737180 PMCID: PMC9647737 DOI: 10.1542/peds.2021-054268c] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 10/20/2021] [Indexed: 02/03/2023] Open
Abstract
Safely returning underserved youth to school during the coronavirus disease 2019 (COVID-19) pandemic through diagnostic testing and health education is imperative to mitigate the ongoing negative impact of COVID-19 and reduce health inequalities in underserved communities. The Rapid Acceleration of Diagnostics-Underserved Populations program is a consortium of research projects across the United States funded by the National Institutes of Health to understand the factors associated with the disproportionate burden of the pandemic among underserved populations and to leverage mitigation strategies, including diagnostic testing, with a focus on reducing health disparities. In this article, we provide an overview and introduce the articles from 8 Rapid Acceleration of Diagnostics-Underserved Populations projects featured in the supplement "Navigating a Pandemic in the K-12 Setting: Keeping Our School Communities Safe" published in Pediatrics. These projects funded in the program's first phase focus on COVID-19 diagnostic testing approaches for youth and employees at schools in underserved communities to support safe in-person learning. In the articles comprising the supplement, researchers present barriers and facilitators of the community engagement process necessary to establish school-academic partnerships. These efforts showcase school-based implementation testing strategies during the COVID-19 pandemic but are translatable to tackling other challenges related to reducing health disparities.
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Affiliation(s)
- Emily M. D’Agostino
- Departments of Orthopaedic Surgery
- Population Health Sciences, School of Medicine, Duke University, Durham, North Carolina
| | - Emily E. Haroz
- Johns Hopkins Center for American Indian Health, Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland
| | - Sandra Linde
- Astria Sunnyside Hospital, Sunnyside, Washington
| | - Marcus Layer
- Duke Clinical Research Institute, Durham, North Carolina
| | - Melissa Green
- Center for Health Equity Research, School of Medicine, University of North Carolina, Chapel Hill, North Carolina
| | - Linda K. Ko
- University of Washington, Seattle, Washington
- Fred Hutchinson Cancer Research Center, Seattle, Washington
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