Assessment of COVID-19 Messaging Strategies to Increase Testing for Students With Intellectual and Developmental Disabilities

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health Pub Date : 2024-03-29 DOI:10.1111/josh.13448

Tyler J Walsh MPH, Luther G Kalb PhD, MHS, Michael Gemmell, Jingxia Liu PhD, Charlene A Caburnay PhD, MPH, Christina A Gurnett MD, PhD, Jason G Newland MD, MEd, the COMPASS-T Study Group

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Abstract

Background

Students with intellectual and developmental disabilities (IDD) were disproportionately impacted by the COVID-19 pandemic. This study's goal was to assess the effectiveness of 2 messaging strategies on participation in SARS-CoV-2 weekly testing.

Methods

Cluster randomized trials were conducted at 2 school systems, the special school district (SSD) and Kennedy Krieger Institute (Kennedy) to assess messaging strategies, general versus enhanced, to increase weekly screening for SARS-CoV-2. Testing was offered to staff and students from November 23, 2020 to May 26, 2022. The primary outcomes were percentage of students and staff consented weekly and percentage of study participants who had a test performed weekly. Generalized estimating equation models were utilized to evaluate the primary outcomes.

Results

Increases in enrollment and testing occurred during study start up, the beginning of school years, and following surges in both systems. No statistical difference was observed in the primary outcomes between schools receiving standard versus enhanced messaging.

Implications for School Health Policy, Practice, and Equity

Frequent and consistent communication is vital for families and staff. Weekly screening testing within schools is possible and highlighted the importance of utilizing equitable protocols to provide important testing to students with IDD.

Conclusion

Enhanced messaging strategies did not increase the number of participants enrolled or the percentage of enrolled participants being tested on a weekly basis.

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评估 COVID-19 信息传递策略，以提高智力和发育障碍学生的测试率。

背景：智力和发育障碍（IDD）学生在 COVID-19 大流行中受到的影响尤为严重。本研究的目标是评估两种信息传递策略对参加 SARS-CoV-2 周检的有效性：在两个学校系统（特殊学校区（SSD）和肯尼迪克里格研究所（Kennedy Krieger Institute））进行了分组随机试验，以评估信息传播策略（普通策略和强化策略）对提高每周 SARS-CoV-2 筛查率的作用。从 2020 年 11 月 23 日至 2022 年 5 月 26 日，为教职员工和学生提供了检测。主要结果是每周同意接受检测的学生和教职员工的百分比，以及每周接受检测的研究参与者的百分比。利用广义估计方程模型对主要结果进行评估：结果：在研究启动阶段、学年开始阶段以及两个系统的激增之后，注册人数和测试人数都有所增加。在主要结果方面，接受标准信息的学校与接受增强信息的学校没有统计学差异：对家庭和教职员工来说，频繁而持续的沟通至关重要。在学校内每周进行一次筛查测试是可能的，这凸显了利用公平协议为患有 IDD 的学生提供重要测试的重要性：结论：强化信息传递策略并未增加参与人数或每周接受检测的参与人数比例。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of School Health 医学-公共卫生、环境卫生与职业卫生

CiteScore

3.70

自引率

9.10%

发文量

134

审稿时长

6-12 weeks

期刊介绍： Journal of School Health is published 12 times a year on behalf of the American School Health Association. It addresses practice, theory, and research related to the health and well-being of school-aged youth. The journal is a top-tiered resource for professionals who work toward providing students with the programs, services, and environment they need for good health and academic success.