Toolkit for parents & teachers of chronically ill children with school absences

描述（由申请人提供）：这个快速通道小企业创新研究（SBIR）申请的目的，由KDH研究和通信（KDHRC）提交，是开发和评估学校时间工具包（工具包），以支持家长和教师的小学学龄儿童谁有慢性疾病和间歇性上学（CICISA）。患有慢性病的儿童，如哮喘、癌症、糖尿病和其他对身体和医疗影响超过三个月的疾病，有间歇性缺课的风险，这可能对他们的学业和心理社会结果产生负面影响。导航和确保学校服务和缓解进出学校，因为缺席福尔斯的负担沉重地落在CICISA的家长和教师，并可能导致他们的压力增加，抑郁和焦虑。该工具包旨在通过增加家长和教师对管理CICISA教育需求的知识、态度和自我效能来减轻这一负担，为家长和教师提供理解、导航和倡导CICISA学校服务的实用技能，并减轻他们的压力，提高他们的应对能力。有了这些改进的技能和较低的压力，教师和家长将有助于为CICISA提供一个更有利的学校环境，其特点是有更多的机会上学。该工具包将是一套全面、循证、综合的印刷和多媒体材料，并将在一个互动网站上提供。 对工具包的需求很大。在美国，大约有440万患有慢性病的儿童因疾病而无法上学。家长和教师是帮助CICISA获得学校服务的关键角色，因为缺席而进入和离开学校，并建立支持以帮助CICISA成功。然而，家长和教师在为CICISA提供所需支持方面面临多重挑战，由此产生的负担可能导致压力和抑郁风险增加。然而，在适当的支持下，例如工具包提供的支持，家长和教师可以帮助CICISA花更多的时间在学校，避免经常与慢性疾病和间歇性缺勤相关的负面学术后果。 在工具包的第一阶段，我们将与该领域的专家小组进行形成性研究，与家长和教师进行在线需求评估，并成立一个家长/教师/管理员基层计划开发团队。然后，我们将开发工具包原型，这将包括印刷家长和教师指南和网站架构计划。最后，我们将对样机进行可行性评估 使用准实验，前测/后测组设计，以检查工具包原型改变家长和教师的知识，态度和自我效能的程度。如果家长和教师在以下方面取得了统计上的显著进展，则认为该工具包是可行的： 知识，态度，或自我效能从前测到后测。 在第二阶段，我们将通过拍摄视频流的镜头和编程一个互动网站来完成工具包。然后，我们将进行一项结果评估，其中包括三项研究。前两项研究将探讨知识，态度，自我效能，技能和压力/应对从测试前到测试后的家长和教师的变化。第三次评估将是一次个案研究检查，并将探讨家长和教师使用工具包如何影响为CICISA创造一个更具支持性的学校环境。这三项评价将共同提供关于工具包的证据基础的信息，作为传播的基础，并为学术出版提供丰富的数据。 总之，该工具包将满足更多的支持CICISA的家长和教师记录的需要。该工具包将提供这一支持，并提高家长和教师的能力，为儿童、儿童和青少年信息安全倡议创造一个有利的学校环境，同时为有关这些人口需求的科学文献作出贡献。 公共卫生相关性：学校时间工具包（工具包）将在两个方面对公共卫生和教育领域产生重大影响。首先，工具包将通过以下方式满足有文件记载的需求： 提供广泛、全面、科学的资源，为间歇性上学的慢性病儿童的家长和教师提供支持（CICISA）。工具包的潜在社会影响是巨大的。通过提高家长和教师的知识、态度、自我效能和技能，并减轻他们的压力，该工具包将为家长和教师提供工具，以增加慢性病儿童接受教育的机会，并减少经常缺课造成的干扰。据记载，减少旷课可提高高中毕业率，从而减少健康差距。事实上，提高高中毕业率在减少健康差距方面可能比医疗干预更具成本效益。公共卫生专业人员呼吁加大对CICISA的家长和教师的支持，以改善他们和他们所支持的CICISA的负面结果，工具包将响应这一行动呼吁。第二，通过分析和传播我们的研究结果，从广泛的形成，可行性和结果评估，我们将有助于对家长和教师的需求科学文献o CICISA和如何最好地解决他们。该工具包的公共卫生影响在于它承诺满足有文件记载的对这些人群提供循证综合支助的需要。

DESCRIPTION (provided by applicant): The objective of this Fast Track Small Business Innovation Research (SBIR) application, submitted by KDH Research and Communication (KDHRC), is to develop and evaluate the School TIME Toolkit (Toolkit) to support parents and teachers of elementary school-aged children who have a chronic illness and intermittent school attendance (CICISA). Children with chronic illnesses, such as asthma, cancer, diabetes and other illnesses with physical and medical effects lasting longer than three months are at risk of intermittent school absences which can negatively impact their academic and psychosocial outcomes. The burden of navigating and securing school services and easing transitions into and out of school because of absences falls heavily on the parents and teachers of CICISA and can result in their increased stress, depression, and anxiety. The Toolkit aims to reduce this burden by increasing parents' and teachers' knowledge, attitudes, and self-efficacy toward managing the educational needs of CICISA, providing parents and teachers with practical skills to understand, navigate, and advocate for school services for CICISA, and also decrease their stress and increase their coping abilities. Armed with these improved skills and lower stress, teachers and parents will then contribute to a more supportive school environment for CICISA characterized by greater access to school. The Toolkit will be a comprehensive, evidence-based, integrated set of print and multimedia materials, hosted on an interactive website. The need for the Toolkit is significant. Approximately 4.4 million children with a chronic illness in te United States experience disruption to school because of their illness. Parents and teachers are key players in helping CICISA access school services, navigating transitions into and out of school because of absences, and establishing support to help CICISA succeed. However, parents and teachers face multiple challenges in providing CICISA with the support they need, and the resulting burden can lead to increased risk for stress and depression. With proper support, however, such as that offered by the Toolkit, parents and teachers can help CICISA spend more time in school and avoid the negative academic consequences often associated with chronic illness and intermittent absence. In Phase I of the Toolkit, we will conduct formative research with a panel of experts in the field, an online needs assessment with parents and teachers, and a parent/teacher/administrator grassroots program development team. We will then develop the Toolkit prototype, which will consist of the print parent and teacher guides and a website architecture plan. Finally, we will conduct a feasibility evaluation of the prototype using a quasi-experimental, pretest/post-test group design to examine the extent to which the Toolkit prototype changes parents' and teachers' knowledge, attitudes, and self-efficacy. The Toolkit will be considered feasible if parents and teachers show statistically significant gains in knowledge, attitudes, or self-efficacy from pretest to post test. In Phase II, we will finalize th Toolkit by filming footage of streaming video and programming an interactive website. We will then conduct an outcome evaluation that will include three studies. The first two studies will examine changes in knowledge, attitudes, self-efficacy, skills, and stress/coping from pretest to post test in parents and teachers. The third evaluation will be a case study examination and will explore how use of the Toolkit by parents and teachers can impact the creation of a more supportive school environment for CICISA. Together, the three evaluations will provide information on the evidence-base of the Toolkit as a foundation for dissemination, as well as a wealth of data for academic publishing. In summary, the Toolkit will meet a documented need for greater support for parents and teachers of CICISA. The Toolkit will provide this support and increase parents' and teachers' ability to create a supportive school environment for CICISA, while simultaneously contributing to the scientific literature on the needs of these populations. PUBLIC HEALTH RELEVANCE: The School TIME Toolkit (Toolkit) will significantly impact the field of public health and education in two ways. First, the Toolkit will fill a documented need by providing a widely-available, comprehensive, scientifically- based resource to support parents and teachers of chronically ill children with intermittent school attendance (CICISA). The potential societal impact of the Toolkit is significant. By increasing parents' and teachers' knowledge, attitudes, self-efficacy, and skills and decreasing their stress, the Toolkit will provie parents and teachers with the tools to increase access to education for children with chronic illnesses and reduce disruption caused by frequent absences. Reducing school absenteeism is documented to increase high school graduation rates, which in turn reduces health disparities. In fact, increasing high school graduation rates may be more cost-effective in reducing health disparities than medical interventions. Public health professionals have called for greater support for parents and teachers of CICISA to ameliorate negative outcomes both for them and the CICISA they support, and the Toolkit will respond to this call to action. Second, by analyzing and disseminating our research results from the extensive formative, feasibility, and outcome evaluations, we will contribute to the scientific literature on the needs of parents and teachers o CICISA and how to best address them. The public health impact of the Toolkit lies in its promise to meet the documented need for evidence- based, comprehensive support for these populations.