“How to” operate a pediatric neuropsychology practice during the COVID-19 pandemic: Real tips from one practice’s experience

Loman, Michelle M.; Vogt, Elisabeth M.; Miller, Lauren E.; Landsman, Rachel; Duong, Priscilla H.; Kasten, Jessica; DeFrancisco, Danielle; Koop, Jennifer I.; Heffelfinger, Amy

doi:10.1080/09297049.2020.1830962

Cited by 22 publications

(14 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…One aspect also not investigated here is the impact of mask-wearing by the study staff during child visits and assessments [53]. The inability of infants to see full facial expressions may have eliminated non-verbal cues, muffled instructions, or otherwise altered the understanding of the test questions and instructions.…”

Section: Discussionmentioning

confidence: 99%

The COVID-19 Pandemic and Early Child Cognitive Development: A Comparison of Development in Children Born During the Pandemic and Historical References

Deoni

Beauchemin

Volpe

et al. 2021

Preprint

View full text Add to dashboard Cite

Since the first reports of novel coronavirus in the 2020, public health organizations have advocated preventative policies to limit virus, including stay-at-home orders that closed businesses, daycares, schools, playgrounds, and limited child learning and typical activities. Fear of infection and possible employment loss has placed stress on parents; while parents who could work from home faced chal-lenges in both working and providing full-time attentive childcare. For pregnant individuals, fear of at-tending prenatal visits also increased maternal stress, anxiety, and depression. Not surprising, there has been concern over how these factors, as well as missed educational opportunities and reduced interaction, stimulation, and creative play with other children might impact child neurodevelopment. Lev-eraging a large on-going longitudinal study of child neurodevelopment, we examined general childhood cognitive scores in 2020 and 2021 vs. the preceding decade, 2011-2019. We find that children born during the pandemic have significantly reduced verbal, motor, and overall cognitive performance com-pared to children born pre-pandemic. Moreover, we find that males and children in lower socioeconom-ic families have been most affected. Results highlight that even in the absence of direct SARS-CoV-2 infection and COVID-19 illness, the environmental changes associated COVID-19 pandemic is signifi-cantly and negatively affecting infant and child development.

show abstract

Section: Discussionmentioning

confidence: 99%

The COVID-19 Pandemic and Early Child Cognitive Development: A Comparison of Development in Children Born During the Pandemic and Historical References

Deoni

Beauchemin

Volpe

et al. 2021

Preprint

View full text Add to dashboard Cite

show abstract

“…The present paper devotes special attention to ASD, which has been a deeply studied psychiatric condition in the past few years, in terms of early screening [ 71 , 72 , 73 ], diagnosis [ 74 , 75 ] and intervention [ 76 ]. Nevertheless, the COVID-19 pandemic emergency has forced researchers to refocus their efforts on unique relevant issues concerning the psychological support of children with ASD and their families during this stressful time, in order to help them in managing their distress and their disrupted daily life routines.…”

Section: Discussionmentioning

confidence: 99%

Psychological Impact of COVID-19 Outbreak on Families of Children with Autism Spectrum Disorder and Typically Developing Peers: An Online Survey

et al. 2021

View full text Add to dashboard Cite

Background: When COVID-19 was declared as a pandemic, many countries imposed severe lockdowns that changed families’ routines and negatively impacted on parents’ and children’s mental health. Several studies on families with children with autism spectrum disorder (ASD) revealed that lockdown increased the difficulties faced by individuals with ASD, as well as parental distress. No studies have analyzed the interplay between parental distress, children’s emotional responses, and adaptive behaviors in children with ASD considering the period of the mandatory lockdown. Furthermore, we compared families with children on the spectrum and families with typically developing (TD) children in terms of their distress, children’s emotional responses, and behavioral adaptation. Methods: In this study, 120 parents of children aged 5–10 years (53 with ASD) participated. Results: In the four tested models, children’s positive and negative emotional responses mediated the impact of parental distress on children’s playing activities. In the ASD group, parents reported that their children expressed more positive emotions, but fewer playing activities, than TD children. Families with children on the spectrum reported greater behavioral problems during the lockdown and more parental distress. Conclusions: Our findings inform the interventions designed for parents to reduce distress and to develop coping strategies to better manage the caregiver–child relationship.

show abstract

“…Likewise, untrained family/paid carers may not have the appropriate knowledge or experience to accurately assess symptomatology or pain levels. During the first few months of COVID‐19, many healthcare appointments for people with an IDD were cancelled or postponed (Flynn et al, 2021; Loman et al, 2021). Taddei and Bulgheroni (2020) conducted a study testing the feasibility of switching from a hospital face‐to‐face appointment approach with family carers and children with an IDD in Italy, to a telehealth clinic.…”

Section: Resultsmentioning

confidence: 99%

Preventing, mitigating, and managing future pandemics for people with an intellectual and developmental disability ‐ Learnings from COVID‐19: A scoping review

Taggart¹,

Mulhall²,

Kelly³

et al. 2022

Policy Practice Intel Disabi

View full text Add to dashboard Cite

Many people with an intellectual and developmental disability (IDD) are biologically, socially, and economically/politically vulnerable to developing SARS‐COV‐2 (COVID‐19) compared to the general population. Most governments have developed public‐health policies and strategies to address the challenges that COVID‐19 has presented. These policies and strategies have been based upon the general population and in fact could be detrimental to the health and well‐being of people with IDD. This paper provides a review of the key learning points emerging from the COVID‐19 literature, together with guidance for the provision of services and government interventions for people with an IDD for future pandemics. Using guidance from the Joanna Briggs Institute, a scoping review was used to explore the current literature (scientific and grey) on IDD and COVID‐19. Three core themes emerged from the review. Prevention/protection: User‐friendly accurate accessible information, handwashing and social distancing, Personal Protective Equipment, shielding, track and trace, testing, vaccine compliance/hesitancy, and training. Mitigation: Making reasonable adjustments both to where people live, and to community healthcare/clinical practice; and the use of technology as a pandemic‐response strategy. Treatment/Management: Access to acute hospitals and lifesaving equipment, using a suitable clinical fatality assessment instrument, stopping Do Not Resuscitate notices, individualised care plans and hospital passports, family/paid carers to support people in hospitals; and use of telehealth in clinical care. This is the first international scoping review that provides a narrative synthesis of emerging themes related to the COVID‐19 pandemic and people with an IDD. This paper highlights themes related to preventing, mitigating, and treating/managing the care of this population during the COVID‐19 pandemic, which can inform future public‐health policies. This paper also exposes the negative impacts of public‐health interventions in both High‐Income Countries and Low‐Middle Income Countries for this population including lapses in upholding human rights. These data provide a basis for learning from the COVID‐19 pandemic in planning for future pandemics.

show abstract

“How to” operate a pediatric neuropsychology practice during the COVID-19 pandemic: Real tips from one practice’s experience

Cited by 22 publications

References 30 publications

The COVID-19 Pandemic and Early Child Cognitive Development: A Comparison of Development in Children Born During the Pandemic and Historical References

The COVID-19 Pandemic and Early Child Cognitive Development: A Comparison of Development in Children Born During the Pandemic and Historical References

Psychological Impact of COVID-19 Outbreak on Families of Children with Autism Spectrum Disorder and Typically Developing Peers: An Online Survey

Preventing, mitigating, and managing future pandemics for people with an intellectual and developmental disability ‐ Learnings from COVID‐19: A scoping review

Contact Info

Product

Resources

About