Poster #32 - Effects of COVID-19 Shutdown on Children with Special Developmental Needs and Their Families

• In Event: Poster Session 14

Abstract

The number of children needing specialized developmental services to be successful in schools is growing(Demchak & Sutter,2020). Developmental disabilities are typically life-long, and include a variety of impairments that require assistance throughout everyday activities and day-to-day functioning. Developmental disabilities make up a variety of conditions that may affect specific aspects or combination of physical, social, psychological, behavioral, and learning areas (CDC,2022). For example, children with developmental disabilities experience a variety of challenges in everyday life events, including being successful in social interactions with peers, and working independently at school(Hameed, et al.,2021). Children with disabilities often require specialized therapy services(e.g. occupational therapy; developmental therapy; medical care) that have typically been provided in-person at school. Initially, COVID-19 put a halt on all in-person school activities, including shutting down therapy services. Eventually services moved to virtual format, presenting many challenges to receiving and giving developmental services. For example, parents had to sit with their children at computers for extended periods to help them navigate online school lessons, and navigate developmental therapy being provided through online telehealth services. This created great burden on families, who were often attempting to work full-time jobs from home, while also acting as teacher, developmental intervention therapist, friend, and medical professional to their child.
Due to the novelty of COVID-19 pandemic in the US, research in this area is scant. Theoretical triangulation was used for qualitative, mixed-method data collection, by examining data from multiple family perspectives, in order to better understand experiences of families during the COVID-19 shutdown and the time following. Thus, this study examined effects of COVID-19 on multiple families (N=20) who have children with diagnosed developmental disabilities. Caregivers answered survey questions, as well as provided open ended responses to questions about effects of COVID-19 on their child’s developmental and learning experiences, and effects COVID-19 has had on overall family functioning. It was essential to capture the lived experiences and direct consequences of COVID-19 on caregivers and their children.
Global themes (positive and negative) emerged in the data for both children with disabilities and their caregivers(see Figure 1). Children’s negative experiences included social isolation, difficulties learning through on-line instruction, increased anxiety, and difficulties receiving and maintaining virtual developmental therapy services at home. For caregivers, major negative themes included increased feelings of isolation, lack of emotional support, acting as child’s teacher and developmental therapist, and lack of child care options. When asked what were the biggest challenges of the pandemic on family functioning(see Table1), one caregiver stated: “I am so overwhelmed, I almost don’t know how to process that question,” showing the intensity the pandemic has played on families. Positive themes also emerged, with many families stating they became empowered by learning how to become better advocates for their children, educated themselves on their rights, spent more time with each other, and gained stronger connection with their child’s school program. There is great need to better understand challenges that affected children with developmental disabilities and their caregivers throughout the progression of the COVID-19 pandemic to improve intervention services.

Authors

• Pamela Linton Norcross, Meredith College
  Presenting Author

• Abigail Inman, Meredith College