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Children and COVID-19 Research Library

UNICEF Innocenti's curated library of COVID-19 + Children research

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16 - 30 of 236
Impact of the COVID-19 pandemic on family carers of those with profound and multiple intellectual disabilities: perspectives from UK and Irish Non-Governmental Organisations

M. A. Linden; T. Forbes; M. Brown (et al.)

Published: November 2022   Journal: BMC Public Health volume

Family carers of people with profound and multiple intellectual disabilities (PMID) experienced a reduction in healthcare services due to the COVID-19 pandemic. Many subsequently turned to Non-Governmental Organisations who worked to support families. However, little research has sought to capture the experiences of family carers or identify effective interventions which might support them. To address these concerns we explored the views of Non-Governmental sector workers across the UK and Ireland who supported families people with PMID during the COVID-19 pandemic. We also sought to explore their views on the characteristics of online support programmes for family carers. This study employed a qualitative design using focus groups with participants (n = 24) from five Non-Governmental Organisations across the UK and Ireland. A focus group guide included questions on challenges, supports, coping and resources which helped during lockdown restrictions. Focus groups were held online, were audio recorded and transcribed verbatim. The resulting transcripts were pseudonymised and subjected to thematic analysis.

COVID-19-related facilitators and barriers to in-person learning for children with intellectual and development disabilities

Liz E. Vestal; Ann M. Schmidt; Nikole L. Dougherty (et al.)

Published: November 2022   Journal: Journal of School Health

Schools provide essential functions for children with intellectual and developmental disabilities (IDD), but their vulnerability to infection with SARS-CoV-2 are a barrier to in-person learning. This qualitative study aimed to understand how weekly SARS-CoV-2 screening testing of students and staff could best facilitate in-school learning during the pandemic. Thirty-one focus groups were held with school staff and parents of children with IDD to examine the perceptions of COVID-19 during the 2020-2021 school year. Responses were analyzed using a directed thematic content analysis approach.

Early years autism and bilingualism: An interpretative phenomenological analysis of parent perceptions during lockdown

Sarah Oudet; Katie Howard; Stephanie Durrleman

Published: November 2022   Journal: Autism & Developmental Language Impairments
This study explores how bilingual parents of autistic children made language decisions for their families, how the event of the SARS-CoV-2 pandemic and subsequent lockdown impacted the communication environment of their households, and whether these experiences affected their language habits. Semi-structured interviews were conducted with five bilingual parents of autistic children who lived through lockdown in France. Data were analysed using interpretative phenomenological analysis. Demographic and background information was collected using an adapted version of the Questionnaire for Parents of Bilingual Children.
ABRACADABRA literacy instruction for children with Down syndrome via telepractice during COVID-19: a pilot study
Published: November 2022   Journal: British Journal of Educational Psychology

COVID-19 has resulted in some educators and allied health practitioners transitioning to online delivery of literacy instruction. As far as we are aware, no studies have investigated online delivery of comprehensive literacy instruction for children with Down syndrome. This pilot study explores the efficacy of online delivery of ABRACADABRA (a free literacy web application) for children with Down syndrome, alongside supplementary parent-led shared book reading, during the COVID-19 pandemic.

Effects of COVID-19 on children with autism

Mohammed Al-Beltagi; Nermin Kamal Saeed; Adel Salah Bediwy (et al.)

Published: November 2022   Journal: World Journal of Virology
The pandemic of coronavirus disease 2019 (COVID-19) has dramatically impacted children with special needs. Besides the COVID-19-related high morbidity and mortality, other changes associated with the pandemic negatively impacted the educational and health-related issues of children with autism. The lockdown adversely affected sensory-motor development, cognitive abilities, sleep, morale, behavior, and social interactions in a large proportion that may reach 50% of children with special needs. Children with autism should be prioritized for testing and proper management of COVID-19 and other infectious diseases.
Sleep in children with autism spectrum disorder: a narrative review and systematic update

A. J. Schwichtenberg; Amy Janis; Alex Lindsay

Published: November 2022   Journal: Current Sleep Medicine Reports
Sleep problems are a common comorbidity for children with autism spectrum disorder (ASD), and research in this area has a relatively long history. This review first outlined historic patterns in the field of sleep and ASD. Second, it conducted a systematic update and coded these studies based on their alignment with historic patterns. Research on ASD and sleep over the past two decades has primarily focused on four principal areas: (1) documenting the prevalence and types of sleep problems; (2) sleep problem treatment options and efficacy; (3) how sleep problems are associated with other behavioral, contextual, or biological elements; and (4) the impact of child sleep problems on families and care providers. The systematic update in this paper includes empirical studies published between 2018 and 2021 with terms for sleep and ASD within the title, keywords, or abstract.
Conducting oral and written language adapted tele-assessments with early elementary-age children with autism spectrum disorder

Carlin Conner; Alyssa R. Henry; Matthew C. Zajic

Published: November 2022   Journal: Autism & Developmental Language Impairments
Due to the COVID-19 pandemic, tele-health has gained popularity for both providing services and delivering assessments to children with disabilities. This manuscript, discusses the process of collecting standardized oral language, reading, and writing tele-assessment data with early elementary children with autism spectrum disorder (ASD) and offer preliminary findings related to child and parent engagement and technology issues. The data presented are from pretest assessments during an efficacy study examining the electronic delivery of a listening comprehension intervention for children with ASD. Pretest sessions included a battery of standardized language, reading, and writing assessments, conducted over Zoom. The authors operationalized and developed a behavioral codebook of three overarching behavioral categories (parent involvement, child disengagement, and technology issues). Researchers coded videos offline to record frequencies of indicated behaviors across participants and assessment subtests.
Video-feedback approach improves parental compliance to early behavioral interventions in children with autism spectrum disorders during the COVID-19 pandemic: a pilot investigation

Stefania Aiello; Elisa Leonardi; Antonio Cerasa (et al.)

Published: November 2022   Journal: Children
In the field of autism intervention, a large amount of evidence has demonstrated that parent-mediated interventions are effective in promoting a child’s learning and parent caring skills. Furthermore, remote delivery treatments are feasible and can represent a promising opportunity to reach families at distance with positive results. Recently, the sudden outbreak of COVID-19 dramatically disrupted intervention services for autism and forced an immediate reorganization of the territory services toward tele-assisted intervention programs, according to professional and local resources. This study aimed to conduct a retrospective pilot exploratory investigation on parental compliance, participation, and satisfaction in relation to three different telehealth intervention modalities, such as video feedback, live streaming, and psychoeducation, implemented in the context of a public community setting delivering early autism intervention during the COVID-19 emergency. It found that parents who attended video feedback expressed the highest rate of compliance and participation, while parental psychoeducation showed significantly lower compliance and the highest drop-out rate.
The effectivenessof video dental healtheducation special needs children on the oral hygiene status

Renie Kumala Dewi; Anugrah Qotrunnada Hakim; Beta Widya Oktiani (et al.)

Published: October 2022   Journal: Dentino jurnal kedokteran gigi

The clinical oral cavity characteristics of children with intellectual disabilities include a high prevalence of periodontal disease and dental caries. South Kalimantan is a wetland or marsh that contains acidic water with a pH of 3.5-4.5. The acidic condition causes tooth demineralization, which can lead to caries. Oral health education through special needs children dental health education (DHE) interactive video is needed. Analysing the effectiveness of dental health education (DHE) video media for special needs children living in wetlands during the Covid-19 pandemic on the oral hygiene status of children with intellectual disabilities.

Cite this research | Open access | Vol.: 7 | Issue: 2 | No. of pages: 6 | Language: English | Topics: Health | Tags: child health, COVID-19 response, health services, hygiene, lockdown, mentally disabled children, social distance | Countries: Indonesia
Mental health challenges during COVID-19: perspectives from parents with children with neurodevelopmental disabilities.

Genevieve Currie; Brittany Finlay; Ashish Seth (et al.)

Published: October 2022   Journal: International Journal of Qualitative Studies on Health and Well-being

The global pandemic and subsequent denials, delays, and disruptions in essential daily activities created significant challenges for children with neurodevelopmental disorders (NDDs) and their parents. Public health restrictions during the COVID-19 pandemic limited access to supports and services required by children with NDDs to maintain their health and well-being.Objective: This study sought to understand the impacts of these public health measures and restrictions on mental health from the perspective of parents with children with NDDs to inform pathways for public health policies responsive to the needs of this population.

Understanding educators' perspectives and experiences of COVID-19 in schools serving children with intellectual/developmental disabilities

Erin F. Jones; Vini Singh; Calliope Holingue (et al.)

Published: October 2022   Journal: Frontiers in Education
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.
Sleep in children with neurodevelopmental disabilities during COVID-19: an integrative review

Rebecca Kronk; Inah Kim; David Nolfi

Published: October 2022   Journal: Journal of Pediatric Health Care
Sleep issues occur at higher rates in children with neurodevelopmental disorders than in the typical population. Little is known about the impact of COVID-19 on sleep issues in this population. This integrative review aimed to characterize studies during the COVID-19 pandemic (2020–2022) addressing the prevalence and management of sleep issues in children and youth with neurodevelopmental disorders. Comprehensive database searches were used to identify articles, and 31 studies were considered suitable for this review.
The associations between accelerometer-measured physical activity levels and mental health in children and adolescents with intellectual disabilities during the COVID-19 pandemic

Wen Yang; Ming Hui Li; Jane Jie Yu (et al.)

Published: October 2022   Journal: Journal of Autism and Developmental Disorders
This study aims to examine the associations between physical activity (PA) levels and mental health in children and adolescents with intellectual disabilities (IDs) during the COVID-19 pandemic, 117 participants aged between 6 and 17 years with IDs from 10 Hong Kong special schools were included. There were positive dose–response associations between PA (i.e., light PA, moderate PA, and vigorous PA) and mental health, and participants with higher levels of moderate-to-vigorous PA (MVPA) and self-concept (SC) had better social quality of life (QoL) than those with lower levels of MVPA and SC. Moreover, personal and environmental factors such as age, body mass index, school, sex, ID level, and parental education level influenced the PA levels and QoL in children and adolescents with IDs.
Internet-based parent training with telephone coaching on managing disruptive behavior in children during The COVID-19 pandemic

Saana Sourander; Andre Sourander; Susanna Hinkka-Yli-Salomäki (et al.)

Published: October 2022   Journal: JMIR Pediatrics and Parenting

There is growing concern about the short- and long-term impacts that the COVID-19 pandemic will have on the mental health and psychosocial well-being of children and families. There are no existing studies about feasibility and outcomes using internet-based parent training programs with telephone coaching for disruptive behavioral problems in childhood during the COVID-19 pandemic in clinical settings.  This study explored how the Strongest Families Smart Website (SFSW) parent training program, with telephone coaching, provided support during the COVID-19 pandemic at specialist family counseling centers in Helsinki, Finland, when restrictions made face-to-face counseling impossible. This study followed the success of a randomized controlled trial (RCT) and its implementation study of the SFSW parent training program by primary care child health clinics. The aim was to improve parenting skills, so that parents could tackle disruptive behavior by developing positive parent-child relationships. It started in May 2020, when the COVID-19 pandemic was at its height in Finland.

Resilience, and positive parenting in parents of children with syndromic autism and intellectual disability. Evidence from the impact of the COVID-19 pandemic on family's quality of life and parent-child relationships

Corneliu Bolbocean; Kayla B. Rhidenour; Maria McCormack (et al.)

Published: October 2022   Journal: Autism Research
Family quality of life (FQoL) outcomes collected during the first year of COVID-19 has been combined with 2018 data to estimate the outbreak's impact on parental outcomes on a sample of 230 families with syndromic autistic children and those with intellectual disabilities (IDs). Despite challenges imposed by the COVID-19 outbreak, this study found that FQoL outcomes reported by participating parents during the first year of COVID-19 appears to be similar to ratings from a prepandemic study of families with the same conditions. Parents of children in our sample generally displayed a stable functioning trajectory as measured by the validated FQoL instrument.
16 - 30 of 236

UNICEF Innocenti's Children and COVID-19 Library is a database collecting research from around the world on COVID-19 and its impacts on children and adolescents.


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