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

7.项目总结/摘要 此应用程序调查了与COVID-19大流行相关的学校关闭对儿童和 从俄勒冈州和加州招募的大量不同儿童和家庭样本的父母结果。 这项拟议的研究将借鉴四项现有的联邦资助的前瞻性纵向研究， 儿童情绪和行为问题的发展以及相关的养育经历， 有和没有发育障碍的学龄前和学龄儿童（DD; R 01 HD 059838， R01HD093667、R21MH114075、R324A180037）。目标样本将包括613名4-15岁的儿童 年，他们的照顾者，和他们的老师谁以前被招募和登记在单独的 问题研究四项研究中有两项是随机对照试验， 训练干预以改善青少年儿童的父母适应和儿童情绪及行为问题 = 257）和无DD（n = 356）。本申请建议继续随访这些研究队列， 为期三年，并收集六个额外的评估（秋季/春季）的儿童和家长的结果， 评估因大流行病关闭学校对儿童和家庭的长期影响。我们会委聘 协调四项相关的发展前瞻性和实验性研究的数据， 描述儿童情绪和行为问题的增长以及三个具体的育儿调整 使用分段增长模型期间的COVID-19学校关闭阶段：（a）学前班关闭，（B）期间 （一）学校停课;（二）学校停课。我们将采用队列序列缺失数据模型， 独立研究、研究队列和干预条件的倾向评分匹配，以进行比较 预计的学校关闭阶段。我们将测试感知的COVID相关压力对 儿童情绪和行为问题的增长以及三个特定COVID 19的养育调整 学校关闭阶段，并测试行为家长培训干预是否可作为COVID的缓冲- 相关压力对儿童情绪和行为问题以及父母适应的影响。的COVID-19 毫无疑问，这场大流行对儿童、家庭和教育工作者产生了重要影响，特别是损失 教育服务、经济和财政损失、疾病或患病风险、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。着眼长远 与流行病有关的学校关闭的影响是一个重大的公共卫生问题， 干预实践。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额外的普遍性。这项建议利用了我们现有的优势， 针对有残疾或有残疾风险的儿童和青少年的纵向干预和预防试验，我们 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.