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Vargas C, Altamura L, Blanco-Gandía MC, Gil L, Mañá A, Montagud S, Salmerón L. Print and digital reading habits and comprehension in children with and without special education needs. RESEARCH IN DEVELOPMENTAL DISABILITIES 2024; 146:104675. [PMID: 38266354 DOI: 10.1016/j.ridd.2024.104675] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/29/2023] [Revised: 12/16/2023] [Accepted: 01/15/2024] [Indexed: 01/26/2024]
Abstract
BACKGROUND Text comprehension is a major obstacle for many Primary school students with special education needs (SEN). Reading episodes bring students opportunities to be exposed to new vocabulary and knowledge, potentially boosting their development of text comprehension skills. AIMS Our study seeks to understand how reading frequency (leisure and academic) and reading medium (print and digital) contribute to the development of text comprehension during Primary school in students with and without SEN. METHODS AND PROCEDURES We tested 2289 Spanish students from fourth to sixth grade, from which 212 had an official decision of SEN. Students self-reported their reading frequency (as a measure of their reading habits) and completed a standardized text comprehension test. We employed multiple regression models with a robust maximum likelihood estimator to test associations between reading frequency and comprehension. OUTCOMES AND RESULTS Students' comprehension was positively associated with their leisure print reading habits, and negatively associated with their frequency of academic digital reading. Those associations were independent of SEN status. CONCLUSIONS AND IMPLICATIONS Results highlight the importance of promoting leisure reading in print to all students, regardless of SEN status. In addition, caution is advised when encouraging Primary school children to use digital texts when the emphasis is on comprehending texts for acquiring knowledge.
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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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Chatzoglou E, Fishstrom S, Payne SB, Andress TT, Vaughn S. The footprint of the COVID-19 pandemic in reading performance of students in the U.S. with and without disabilities. RESEARCH IN DEVELOPMENTAL DISABILITIES 2023; 140:104585. [PMID: 37531814 DOI: 10.1016/j.ridd.2023.104585] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/14/2023] [Revised: 07/18/2023] [Accepted: 07/24/2023] [Indexed: 08/04/2023]
Abstract
BACKGROUND Many schools around the world involuntarily began remote learning in March of 2020 as a result of the COVID-19 pandemic, which brought immediate changes and challenges to teaching and learning that are likely to influence student achievement into the foreseeable future. While large numbers of students face difficulties in learning to read under typical conditions, remote learning resulted in substantial deficits in reading outcomes. AIMS This study aimed to examine the relative impact of the pandemic on reading performance in United States (U.S.) for students with and without disabilities. METHODS and procedure: In this interpretive analysis, we compared the progress of a large sample of students (n = 219,500) by using the National Assessment of Educational Progress (NAEP) data, in two grade levels (Grades 4 and 8), with and without disabilities, at two time points (2019 and 2022). OUTCOMES AND RESULTS Statistically significant decreases were identified on the reading outcomes of students in U.S. Students without disabilities experienced a significant decrease in their reading outcomes pre- and post-pandemic, compared to students with disabilities (SWDs). CONCLUSIONS AND IMPLICATIONS We discuss the effects of the COVID-19 pandemic on students' reading performance and the implications for effective reading instructions in the future.
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Affiliation(s)
- Eleni Chatzoglou
- The Meadows Center for Preventing Educational Risk, Department of Special Education, The University of Texas at Austin, TX, USA.
| | - Sarah Fishstrom
- The Meadows Center for Preventing Educational Risk, Department of Special Education, The University of Texas at Austin, TX, USA; University of Hawai]i at Mānoa, HI, USA
| | - S Blair Payne
- The Meadows Center for Preventing Educational Risk, Department of Special Education, The University of Texas at Austin, TX, USA
| | - Tim T Andress
- The Meadows Center for Preventing Educational Risk, Department of Special Education, The University of Texas at Austin, TX, USA
| | - Sharon Vaughn
- The Meadows Center for Preventing Educational Risk, Department of Special Education, The University of Texas at Austin, TX, USA
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Northrup RA, Jones E, Singh V, Holingue C, Meck M, Gurnett CA, van Stone M, Kalb LG. Caregiver perspectives on the continued impact of the COVID-19 pandemic on children with intellectual/developmental disabilities. Front Pediatr 2023; 11:1196275. [PMID: 37609365 PMCID: PMC10440736 DOI: 10.3389/fped.2023.1196275] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/29/2023] [Accepted: 07/21/2023] [Indexed: 08/24/2023] Open
Abstract
The COVID-19 pandemic has significantly impacted caregivers, especially those raising a child with an intellectual/developmental disability (IDD). While research has shown substantial disruption to the family, school, and occupational lives of the IDD community, little is known about the long-term impacts of COVID-19. To address this question, 249 caregivers were surveyed via an online questionnaire, between April and August of 2022 (more than 2 years into the pandemic) about potential impacts of the COVID-19 pandemic on their child's access to health- and school-based therapeutic services, caregiver mental health, and family life. The majority of caregivers reported disruptions in access to and quality of school-based therapeutic services for their child as well as a reduction in educational accommodations in the 2021-2022 academic year. Nearly half of caregivers reported feeling anxious and almost a quarter reported feeling depressed for the majority of their days. More than half of respondents reported decreased social support, and one-fifth reported employment disruptions and decreased access to food. These findings suggest that families of children with IDD are still experiencing ongoing negative impacts of the pandemic, emphasizing the critical need for continued support in the wake of the initial and more obvious disruptions caused by the COVID-19 outbreak.
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Affiliation(s)
- R. A. Northrup
- Department of Neuropsychology, Kennedy Krieger Institute, Baltimore, MD, United States
| | - E. Jones
- Information Systems Department, Kennedy Krieger Institute, Baltimore, MD, United States
| | - V. Singh
- Center for Autism and Related Disorders, Kennedy Krieger Institute, Baltimore, MD, United States
| | - C. Holingue
- Center for Autism and Related Disorders, Kennedy Krieger Institute, Baltimore, MD, United States
- Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, United States
| | - M. Meck
- Maryland Center for Developmental Disabilities, Kennedy Krieger Institute, Baltimore, MD, United States
| | - C. A. Gurnett
- Department of Neurology, Washington University School of Medicine in St. Louis, St. Louis, MO, United States
| | - M. van Stone
- Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, United States
- Maryland Center for Developmental Disabilities, Kennedy Krieger Institute, Baltimore, MD, United States
| | - L. G. Kalb
- Department of Neuropsychology, Kennedy Krieger Institute, Baltimore, MD, United States
- Center for Autism and Related Disorders, Kennedy Krieger Institute, Baltimore, MD, United States
- Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, United States
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Harkins C, Sadikova E, Brunt S, Swanstrom A, Menezes M, Mazurek MO. Caregiver Perspectives Regarding Special Education Service Changes Amid COVID-19. THE JOURNAL OF SPECIAL EDUCATION 2023; 57:63-72. [PMID: 37456146 PMCID: PMC10333978 DOI: 10.1177/00224669221113528] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 07/18/2023]
Abstract
School instruction and service delivery changed dramatically amid disruptions caused by the COVID-19 pandemic. Children receiving special education services were especially vulnerable to the impact of reduced or eliminated school services as part of their Individualized Education Programs. Caregiver perspectives regarding the changes in school service delivery amid the pandemic were evaluated using qualitative methods. Caregivers reported reduced or eliminated services, inconsistencies in service delivery, challenges with distance learning, increased stress and advocacy efforts, and varying perceptions of student engagement and teacher efforts. The implications of school services changes are discussed.
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Chatlos SB, Samudra PG, Magoon JM, Lokossou AC. Rural parent and elementary school student resilience to COVID-19: Disability status and parental predictors of change. SCHOOL PSYCHOLOGY INTERNATIONAL 2023; 44:135-153. [PMID: 38603392 PMCID: PMC9510962 DOI: 10.1177/01430343221128195] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
Little is known about how the COVID-19 pandemic relates to child and parent functioning in a rural population. The present study investigated how disability status and parent factors related to resilience in a rural population before and after the shift to remote instruction. Parents of elementary-aged children in a rural area of the U.S. completed an online questionnaire, rating their own functioning and their child's academic, cognitive, and socioemotional functioning (1) retrospectively thinking back to a month before the pandemic, and (2) at the time of the survey, approximately four months after the onset of pandemic changes. Parents of children with disabilities perceived stronger child resilience through the pandemic transition than parents of children without disabilities. Additionally, parents who better maintained their work-life balance and support through the pandemic transition reported stronger resilience in their children. These results highlight the importance of supporting all children and parents during difficult transitions (e.g., providing additional resources so that parents can maintain similar levels of balance and support through the transition), including those students who have experienced less adversity pre-transition.
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Using Video Modeling to Increase Face-Covering Behavior for Individuals with Down Syndrome in the School Setting. TRENDS IN PSYCHOLOGY 2023. [PMCID: PMC10013977 DOI: 10.1007/s43076-023-00265-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/15/2023]
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Chen Y, Niu H, Silva EA. The road to recovery: Sensing public opinion towards reopening measures with social media data in post-lockdown cities. CITIES (LONDON, ENGLAND) 2023; 132:104054. [PMID: 36345535 PMCID: PMC9631457 DOI: 10.1016/j.cities.2022.104054] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/06/2020] [Revised: 01/09/2022] [Accepted: 10/19/2022] [Indexed: 05/20/2023]
Abstract
The COVID-19 pandemic has resulted in cities implementing lockdown measures, causing unprecedented disruption (e.g. school/shop/office closures) to urban life often extending over months. With the spread of COVID-19 now being relatively contained, many cities have started to ease their lockdown restrictions by phases. Following the phased recovery strategy proposed by the UK government following the first national lockdown, this paper utilises Greater London as its case study, selecting three main reopening measures (i.e., schools, shops and hospitality reopening). This paper applies sentiment analysis and topic modelling to explore public opinions expressed via Twitter. Our findings reveal that public attention towards the reopening measures reached a peak before the date of policy implementation. The attitudes expressed in discussing reopening measures changed from negative to positive. Regarding the discussed topics related to reopening measures, we find that citizens are more sensitive to early-stage reopening than later ones. This study provides a time-sensitive approach for local authorities and city managers to rapidly sense public opinion using real-time social media data. Governments and policymakers can make use of the framework of sensing public opinion presented herein and utilise it in leading their post-lockdown cities into an adaptive, inclusive and smart recovery.
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Affiliation(s)
- Yiqiao Chen
- Department of Land Economy, University of Cambridge, Cambridge, United Kingdom
| | - Haifeng Niu
- Department of Land Economy, University of Cambridge, Cambridge, United Kingdom
| | - Elisabete A Silva
- Department of Land Economy, University of Cambridge, Cambridge, United Kingdom
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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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Dobosz D, Gierczyk M, Hornby G. Parental perspectives of home-schooling of children with special educational needs and disabilities during the COVID-19 pandemic: a review. JOURNAL OF RESEARCH IN SPECIAL EDUCATIONAL NEEDS : JORSEN 2022; 23:JRS312575. [PMID: 36248611 PMCID: PMC9537896 DOI: 10.1111/1471-3802.12575] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
The purpose of this paper is to review recent literature on parental perspectives of the impact of the COVID-19 pandemic on the home-schooling of children with special educational needs and disabilities, as well as to consider implications for their education and well-being. Eleven papers were reviewed, published between 2020 and 2021, selected according to a systematic protocol from three widely used online databases. Analysis of the reviewed papers found that transitioning to home-schooling during the pandemic had negative consequences for most of the children, as well as for their parents, though a small but significant number reported positive consequences. Three key areas of concern were identified in the analysis: balancing home-schooling with parent work activities; parent relationships with schools and support services and agencies and home-schooling effects on the well-being and mental health of parents and children.
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Affiliation(s)
| | | | - Garry Hornby
- University of Silesia in Katowice
- University of Plymouth
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11
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Parent–Teacher Interactions during COVID-19: Experiences of U.S. Teachers of Students with Severe Disabilities. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12070488] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
In 2020, COVID-19 disrupted all aspects of society across the globe including healthcare, employment, social interactions, and education. In many parts of the world, abrupt school closures caught teachers off guard, as they were forced to immediately shift their practices from in-person to online instruction with little-to-no preparation. Furthermore, during this time, many parents of school-aged children vacillated between multiple roles associated with their employment, household caregiving activities, and supporting their children at home. These challenges were especially challenging for teachers and parents of students with severe disabilities. The purpose of this study was to explore the experiences of U.S. teachers of students with severe disabilities regarding interacting with parents during the COVID-19 pandemic, including when schools initially closed in March 2020 and then reopened in September of 2020. This manuscript outlines six key themes highlighting parent–teacher interactions: (a) parents directing school decisions, (b) teacher inability to meet parent expectations, (c) parent–teacher communication, (d) parents as teachers, (e) parent exhaustion, and (f) teacher helplessness.
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Song SY, Wang C, Espelage DL, Fenning PA, Jimerson SR. COVID-19 and School Psychology: Research Reveals the Persistent Impacts on Parents and Students, and the Promise of School Telehealth Supports. SCHOOL PSYCHOLOGY REVIEW 2022. [DOI: 10.1080/2372966x.2022.2044237] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Knopik T, Błaszczak A, Maksymiuk R, Oszwa U. Parental involvement in remote learning during the COVID-19 pandemic-Dominant approaches and their diverse implications. EUROPEAN JOURNAL OF EDUCATION 2021; 56:623-640. [PMID: 34898743 PMCID: PMC8646414 DOI: 10.1111/ejed.12474] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/25/2021] [Revised: 07/22/2021] [Accepted: 08/11/2021] [Indexed: 05/07/2023]
Abstract
The aim of the study on which this article reports was to identify parents' approaches to their children's remote education during the COVID-19 pandemic in April and May 2020. Additionally, this investigation sought to determine the role of parent perceptions of the barriers and benefits of remote education. The research draws on a survey of 421 parents of primary school students, in which a 66-item questionnaire (4 subscales) was used. Analysis revealed three main clusters that represent approaches adopted by parents: (1) the committed teacher approach, (2) the autonomy-supporting coach, and (3) the committed teacher and intervener. The parents in cluster 3 emphasised perceived barriers to remote learning more than parents in clusters 1 and 2. Regarding perceptions of the benefits, statistically significant differences were found in perceptions of child development facilitated by remote education (the parents in cluster 2 rated it most positively). The results can be used to support parents and schools in the provision of optimal remote learning.
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Affiliation(s)
- Tomasz Knopik
- Institute of PsychologyMaria Curie‐Sklodowska UniversityLublinPoland
| | - Anna Błaszczak
- Institute of PsychologyMaria Curie‐Sklodowska UniversityLublinPoland
| | | | - Urszula Oszwa
- Institute of PedagogyMaria Curie‐Sklodowska UniversityLublinPoland
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14
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Cooper DM, Zulu MZ, Jankeel A, Ibraim IC, Ardo J, Kasper K, Stephens D, Meyer A, Stehli A, Condon C, Londoño ME, Schreiber CM, Lopez NV, Camplain RL, Weiss M, Golden C, Radom-Aizik S, Boden-Albala B, Chau C, Messaoudi I, Ulloa ER. SARS-CoV-2 acquisition and immune pathogenesis among school-aged learners in four diverse schools. Pediatr Res 2021; 90:1073-1080. [PMID: 34304252 PMCID: PMC8308070 DOI: 10.1038/s41390-021-01660-x] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/29/2021] [Revised: 06/07/2021] [Accepted: 06/11/2021] [Indexed: 01/30/2023]
Abstract
BACKGROUND Understanding SARS-CoV-2 infection in children is necessary to reopen schools safely. METHODS We measured SARS-CoV-2 infection in 320 learners [10.5 ± 2.1 (sd); 7-17 y.o.] at four diverse schools with either remote or on-site learning. Schools A and B served low-income Hispanic learners; school C served many special-needs learners, and all provided predominantly remote instruction. School D served middle- and upper-income learners, with predominantly on-site instruction. Testing occurred in the fall (2020), and 6-8 weeks later during the fall-winter surge (notable for a tenfold increase in COVID-19 cases). Immune responses and mitigation fidelity were also measured. RESULTS We found SARS-CoV-2 infections in 17 learners only during the surge. School A (97% remote learners) had the highest infection (10/70, 14.3%, p < 0.01) and IgG positivity rates (13/66, 19.7%). School D (93% on-site learners) had the lowest infection and IgG positivity rates (1/63, 1.6%). Mitigation compliance [physical distancing (mean 87.4%) and face-covering (91.3%)] was remarkably high at all schools. Documented SARS-CoV-2-infected learners had neutralizing antibodies (94.7%), robust IFN-γ + T cell responses, and reduced monocytes. CONCLUSIONS Schools can implement successful mitigation strategies across a wide range of student diversity. Despite asymptomatic to mild SARS-CoV-2 infection, children generate robust humoral and cellular immune responses. IMPACT Successful COVID-19 mitigation was implemented across a diverse range of schools. School-associated SARS-CoV-2 infections reflect regional rates rather than remote or on-site learning. Seropositive school-aged children with asymptomatic to mild SARS-CoV-2 infections generate robust humoral and cellular immunity.
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Affiliation(s)
- Dan M Cooper
- Institute for Clinical and Translational Science, University of California Irvine, Irvine, CA, USA
- Department of Pediatrics, University of California Irvine School of Medicine, Irvine, CA, USA
| | - Michael Z Zulu
- Center for Virus Research, University of California Irvine, School of Biological Sciences, Irvine, CA, USA
| | - Allen Jankeel
- Center for Virus Research, University of California Irvine, School of Biological Sciences, Irvine, CA, USA
| | - Izabela Coimbra Ibraim
- Center for Virus Research, University of California Irvine, School of Biological Sciences, Irvine, CA, USA
| | - Jessica Ardo
- Children's Hospital of Orange County, Orange, CA, USA
| | | | - Diana Stephens
- Institute for Clinical and Translational Science, University of California Irvine, Irvine, CA, USA
| | - Andria Meyer
- Institute for Clinical and Translational Science, University of California Irvine, Irvine, CA, USA
| | - Annamarie Stehli
- Department of Pediatrics, Pediatric Exercise and Genomics Research Center, University of California Irvine, Irvine, CA, USA
| | - Curt Condon
- Orange County Health Care Agency, Santa Ana, CA, USA
| | - Mary E Londoño
- University of California Irvine School of Medicine, Irvine, CA, USA
| | - Casey M Schreiber
- Children's Hospital of Orange County, Orange, CA, USA
- University of California Irvine Health, Orange, CA, USA
| | - Nanette V Lopez
- Department of Health Sciences, Center for Health Equity Research, Northern Arizona University, Flagstaff, AZ, USA
| | - Ricky L Camplain
- Department of Health Sciences, Center for Health Equity Research, Northern Arizona University, Flagstaff, AZ, USA
| | - Michael Weiss
- Children's Hospital of Orange County, Orange, CA, USA
| | | | - Shlomit Radom-Aizik
- Department of Pediatrics, Pediatric Exercise and Genomics Research Center, University of California Irvine, Irvine, CA, USA
| | | | - Clayton Chau
- Orange County Health Care Agency, Santa Ana, CA, USA
| | - Ilhem Messaoudi
- Center for Virus Research, University of California Irvine, School of Biological Sciences, Irvine, CA, USA
| | - Erlinda R Ulloa
- Department of Pediatrics, University of California Irvine School of Medicine, Irvine, CA, USA.
- Children's Hospital of Orange County, Orange, CA, USA.
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Song SY, Wang C, Espelage DL, Fenning PA, Jimerson SR. COVID-19 and School Psychology: Contemporary Research Advancing Practice, Science, and Policy. SCHOOL PSYCHOLOGY REVIEW 2021. [DOI: 10.1080/2372966x.2021.1975489] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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16
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Sutter EN, Francis LS, Francis SM, Lench DH, Nemanich ST, Krach LE, Sukal-Moulton T, Gillick BT. Disrupted Access to Therapies and Impact on Well-Being During the COVID-19 Pandemic for Children With Motor Impairment and Their Caregivers. Am J Phys Med Rehabil 2021; 100:821-830. [PMID: 34091465 PMCID: PMC8366513 DOI: 10.1097/phm.0000000000001818] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/25/2022]
Abstract
OBJECTIVES The aim of this study was to determine the impact of the COVID-19 pandemic on access to rehabilitation therapies and the impact of changes in therapy access on the physical and mental well-being of children with motor impairment and their caregivers. DESIGN Caregivers of children younger than 18 yrs with childhood-onset motor impairment (primarily cerebral palsy) completed an anonymous survey through the online platform REDCap between May 5 and July 13, 2020. RESULTS The survey was completed by 102 participants. Before the pandemic, 92 of 102 children (90%) were receiving one or more therapies; at the time surveyed, 55 children (54%) were receiving any therapies (P < 0.001). More than 40% of the sample reported increased child stress, decreased physical activity, and/or decline in mobility/movement. Participants who reported a decrease in number of therapies at the time surveyed more frequently reported lower satisfaction with treatment delivery (P < 0.001), a decline in child's mobility (P = 0.001), and increased caregiver stress (P = 0.004). Five qualitative themes were identified from open-ended question responses related to therapies and well-being. CONCLUSIONS Access to pediatric rehabilitation therapies was disrupted during COVID-19. Disrupted access may be related to impact on physical and mental health. With the expansion of telehealth, caregiver and child feedback should be incorporated to optimize benefit.
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Cooper DM, Zulu MZ, Jankeel A, Ibraim IC, Ardo J, Kasper K, Stephens D, Meyer A, Stehli A, Condon C, Londoño ME, Schreiber CM, Lopez NV, Camplain RL, Weiss M, Golden C, Aizik S, Boden-Albala B, Chau C, Messaoudi I, Ulloa ER. SARS-CoV-2 Acquisition and Immune Pathogenesis Among School-Aged Learners in Four Diverse Schools. MEDRXIV : THE PREPRINT SERVER FOR HEALTH SCIENCES 2021. [PMID: 33791712 DOI: 10.1101/2021.03.20.21254035] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/17/2023]
Abstract
Background Understanding SARS-CoV-2 infection in children is necessary to reopen schools safely. Methods We measured SARS-CoV-2 infection in 320 learners [10.5 ± 2.1(sd); 7-17 y.o.] at four diverse schools with either remote or on-site learning. Schools A and B served low-income Hispanic learners; school C served many special-needs learners; and all provided predominantly remote instruction. School D served middle- and upper-income learners, with predominantly on-site instruction. Testing occurred in the fall (2020), and 6-8 weeks later during the fall-winter surge (notable for a tenfold increase in COVID-19 cases). Immune responses and mitigation fidelity were also measured. Results We found SARS-CoV-2 infections in 17 learners only during the surge. School A (97% remote learners) had the highest infection (10/70, 14.3%, p<0.01) and IgG positivity rates (13/66, 19.7%). School D (93% on-site learners) had the lowest infection and IgG positivity rates (1/63, 1.6%). Mitigation compliance [physical distancing (mean 87.4%) and face covering (91.3%)] was remarkably high at all schools. Documented SARS-CoV-2-infected learners had neutralizing antibodies (94.7%), robust IFN-γ+ T cell responses, and reduced monocytes. Conclusion Schools can implement successful mitigation strategies across a wide range of student diversity. Despite asymptomatic to mild SARS-CoV-2 infection, children generate robust humoral and cellular immune responses. Key Points Successful COVID-19 mitigation was implemented across a diverse range of schools.School-associated SARS-CoV-2 infections reflect regional rates rather than remote or on-site learning.Seropositive school-aged children with asymptomatic to mild SARS-CoV-2 infections generate robust humoral and cellular immunity.
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Schild R, Hopf L, Loos S, Oh J, Levtchenko E. Heterogeneous Recommendations for School Attendance in Children With Chronic Kidney Diseases During the COVID-19 Pandemic in Europe. Front Pediatr 2021; 9:646595. [PMID: 33748050 PMCID: PMC7966519 DOI: 10.3389/fped.2021.646595] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/27/2020] [Accepted: 02/09/2021] [Indexed: 11/13/2022] Open
Abstract
Introduction: After worldwide closures due to the COVID-19 pandemic, schools have reopened in most European countries in late 2020. Consequently, for children with chronic diseases the risks of COVID-19 have to be weighed against the long-time risks of missing school. Methods: To evaluate the impact of chronic diseases on school attendance for children in Europe during the COVID-19 pandemic we conducted a survey among members of the European Society for Pediatric Nephrology (ESPN) between September and November 2020. We asked for current forms of schooling, the existence of national guidelines, parental concerns, and the pediatric nephrologists recommendations for school attendance for specific virtual patients with chronic kidney disease (CKD). Results: Recommendations varied widely among pediatric nephrologists. A minority stated that specific recommendations for COVID-19 risk in children with kidney diseases existed in their country from local health authorities (9 of 29 countries; 31%) and/or national pediatric nephrology societies (9 of 29 countries; 31%). Over 90% of physicians have experienced parents keeping their children out of school against medical advice of their health providers and about 50% have experienced their patients being refused by school authorities. Consequently, 25% of all pediatric nephrologists estimated that more than 10% of their patients will not attend school regularly. Conclusion: COVID-19 causes educational deficits in the already vulnerable population of children with CKD. As the evidence for the course of COVID-19 in children with chronic diseases grows, rapidly adapted recommendations from pediatric societies could help reduce uncertainty among doctors, patients, and parents.
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Affiliation(s)
- Raphael Schild
- University Children's Hospital, University Medical Center Hamburg Eppendorf, Hamburg, Germany
| | - Luke Hopf
- University Children's Hospital, University Medical Center Hamburg Eppendorf, Hamburg, Germany
| | - Sebastian Loos
- University Children's Hospital, University Medical Center Hamburg Eppendorf, Hamburg, Germany
| | - Jun Oh
- University Children's Hospital, University Medical Center Hamburg Eppendorf, Hamburg, Germany
| | - Elena Levtchenko
- Department of Pediatric Nephrology and Organ Transplantation, University Hospitals Leuven, Leuven, Belgium.,Department of Development and Regeneration, Katholieke Universiteit Leuven, Leuven, Belgium
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