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

Author:

Walsh Tyler J1ORCID,Kalb Luther G2,Gemmell Michael3ORCID,Liu Jingxia4,Caburnay Charlene A5,Gurnett Christina A6,Newland Jason G3,

Affiliation:

1. Department of Pediatrics, Division of Pediatric Infectious Diseases Washington University in St. Louis 660 S Euclid Ave St. Louis 63110 MO USA

2. Kennedy Krieger Institute, Johns Hopkins Bloomberg School of Public Health, Johns Hopkins University 3901 Greenspring Ave Baltimore 21211 MD USA

3. Department of Pediatrics, Division of Pediatric Infectious Diseases Washington University in St. Louis 660 S Euclid Ave St. Louis 63110 MO USA

4. Department of Surgery Washington University in St. Louis 4921 Parkview Pl St. Louis 63110 MO USA

5. Brown School of Social Work, Washington University in St. Louis 6350 Forsyth Blvd St. Louis 63105 MO USA

6. Department of Neurology, Division of Pediatric and Developmental Neurology Washington University in St. Louis 660 S Euclid Ave St. Louis 63110 MO USA

Abstract

AbstractBackgroundStudents 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.MethodsCluster 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.ResultsIncreases 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 EquityFrequent 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.ConclusionEnhanced messaging strategies did not increase the number of participants enrolled or the percentage of enrolled participants being tested on a weekly basis.

Funder

National Center for Advancing Translational Sciences

Eunice Kennedy Shriver National Institute of Child Health and Human Development

Georgia Clinical and Translational Science Alliance

Publisher

Wiley

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