Investigating the impacts of COVID-19 school closures on long-term adjustment in youth with or at risk for disability

7.项目摘要/摘要 此应用程序调查与新冠肺炎大流行相关的学校停课对儿童和 从俄勒冈州和加利福尼亚州招募的儿童和家庭的大样本和多样化样本中的父母结果。 拟议的研究将借鉴现有的四项由联邦政府资助的前瞻性纵向研究 儿童情绪和行为问题及相关教养经验的发展 有和没有发育障碍的学龄前和学龄儿童(DD；R01HD059838， R01HD093667、R21MH114075、R324A180037)。目标样本将包括613名4-15岁的儿童 几年来，他们的照顾者和他们的老师之前被招募并在单独的 学习。四项研究中有两项是随机对照试验，父母接受行为父母 训练干预改善青少年(N)的父母适应和儿童情绪和行为问题 =257)和无DD(n=356)。该应用程序建议继续跟踪这些研究队列 为期三年，并收集儿童和父母成果的六项额外评估(秋季/春季)，以 评估与大流行有关的学校停课对儿童和家庭的长期影响。我们将聘用 协调四项相关发展前景和实验研究的数据，以估计和 描述儿童情绪和行为问题的成长以及父母在以下三个方面的适应 使用分段增长模型的新冠肺炎学校关闭阶段：(A)学前关闭，(B)期间 学校停课，以及(C)放学后停课。我们将使用队列序贯缺失数据模型 比较独立研究、研究队列和干预条件的倾向性得分匹配 预计的学校停课阶段。我们将测试感知的COVID相关压力对 儿童情绪和行为问题的成长与父母教养方式的适应 学校关闭阶段，并测试行为家长培训干预是否对COVID起到缓冲作用- 相关压力对儿童情绪和行为问题以及父母教养方式的影响。新冠肺炎 流行病无疑在重要方面影响了儿童、家庭和教育工作者，特别是通过 教育服务、经济和经济损失、疾病或疾病风险以及压力和心理健康 影响。这些影响对长期结果的影响程度尚不清楚。着眼于长远 与大流行有关的学校停课的影响是一个重大的公共卫生问题，对这两项政策都有影响 和干预措施。我们的样本在种族、民族、经济和地理上都是多样化的 为我们的发现提供了更多的概括性。这项建议利用了我们现有的优势进行 对残疾或有残疾风险的儿童和青年进行的纵向干预和预防试验，我们的 长期的合作，以及调查团队的互补专业知识。

7. Project Summary/Abstract This application investigates the long-term impact of COVID-19 pandemic-related school closures on child and parent outcomes in a large and diverse sample of children and families recruited from Oregon and California. The proposed study will draw from four existing federally funded prospective longitudinal studies investigating the development of child emotional and behavior problems and related parenting experiences among preschool and school aged children with and without developmental disabilities (DD; R01HD059838, R01HD093667, R21MH114075, R324A180037). The targeted sample will include 613 children, ages 4–15 years, their caregivers, and their teachers who have been previously recruited and enrolled in separate studies. Two of the four studies are randomized controlled trials in which parents received behavioral parent training intervention to improve parent adjustment and child emotional and behavioral problems in youth with (n = 257) and without DD (n = 356). This application proposes to continue to follow these study cohorts over a period of three years and collect six additional assessments (Fall/Spring) of child and parent outcomes to assess long-term impact of pandemic-related school closures on children and families. We will employ harmonized data across the four related developmental prospective and experimental studies to estimate and describe growth in child emotional and behavioral problems and parenting adjustment across three specific COVID-19 school closure phases using piecewise growth model periods: (a) Pre-school closure, (b) During school closure, and (c) Post-school closure. We will employ cohort-sequential missing data models with propensity score matching of independent studies, study cohorts, and intervention conditions to compare estimated prospective school closure phases. We will test the impact of perceived COVID-related stress on the growth of child emotional and behavior problems and parenting adjustment across the three specific COVID19 school closure phases and test whether behavioral parent training intervention serves as a buffer to COVID- related stress impacts on child emotional and behavior problems and parenting adjustment. The COVID-19 pandemic has undoubtedly impacted children, families, and educators in important ways, notably through loss of educational services, economic and financial loss, illness or risk of illness, and stress and mental health impacts. The extent to which these impacts affect long-term outcomes is unknown. Focusing on the long-term impacts of pandemic-related school closures is a significant public health issue with implications for both policy and intervention practices. Our sample is racially, ethnically, economically, and geographically diverse providing additional generalizability of our findings. This proposal draws on our existing strengths in conducting longitudinal intervention and prevention trials with children and youth with or at-risk for disability, our longstanding collaborations, and the complementary expertise of the investigator team.