Disparities in Implementing COVID-19 Prevention Strategies in Public Schools, United States, 2021-22 School Year.

During the COVID-19 pandemic, US schools have been encouraged to take a layered approach to prevention, incorporating multiple strategies to curb transmission of SARS-CoV-2. Using survey data representative of US public K-12 schools (N = 437), we determined prevalence estimates of COVID-19 prevention strategies early in the 2021-22 school year and describe disparities in implementing strategies by school characteristics. Prevalence of prevention strategies ranged from 9.3% (offered COVID-19 screening testing to students and staff) to 95.1% (had a school-based system to report COVID-19 outcomes). Schools with a full-time school nurse or school-based health center had significantly higher odds of implementing several strategies, including those related to COVID-19 vaccination. We identified additional disparities in prevalence of strategies by locale, school level, and poverty. Advancing school health workforce and infrastructure, ensuring schools use available COVID-19 funding effectively, and promoting efforts in schools with the lowest prevalence of infection prevention strategies are needed for pandemic preparedness.

Ventilation Improvement Strategies Among K-12 Public Schools - The National School COVID-19 Prevention Study, United States, February 14-March 27, 2022.

Effective COVID-19 prevention in kindergarten through grade 12 (K-12) schools requires multicomponent prevention strategies in school buildings and school-based transportation, including improving ventilation (1). Improved ventilation can reduce the concentration of infectious aerosols and duration of potential exposures (2,3), is linked to lower COVID-19 incidence (4), and can offer other health-related benefits (e.g., better measures of respiratory health, such as reduced allergy symptoms) (5). Whereas ambient wind currents effectively dissipate SARS-CoV-2 (the virus that causes COVID-19) outdoors,* ventilation systems provide protective airflow and filtration indoors (6). CDC examined reported ventilation improvement strategies among a nationally representative sample of K-12 public schools in the United States using wave 4 (February 14-March 27, 2022) data from the National School COVID-19 Prevention Study (NSCPS) (420 schools), a web-based survey administered to school-level administrators beginning in summer 2021.† The most frequently reported ventilation improvement strategies were lower-cost strategies, including relocating activities outdoors (73.6%), inspecting and validating existing heating, ventilation and air conditioning (HVAC) systems (70.5%), and opening doors (67.3%) or windows (67.2%) when safe to do so. A smaller proportion of schools reported more resource-intensive strategies such as replacing or upgrading HVAC systems (38.5%) or using high-efficiency particulate air (HEPA) filtration systems in classrooms (28.2%) or eating areas (29.8%). Rural and mid-poverty-level schools were less likely to report several resource-intensive strategies. For example, rural schools were less likely to use portable HEPA filtration systems in classrooms (15.6%) than were city (37.7%) and suburban schools (32.9%), and mid-poverty-level schools were less likely than were high-poverty-level schools to have replaced or upgraded HVAC systems (32.4% versus 48.8%). Substantial federal resources to improve ventilation in schools are available.§ Ensuring their use might reduce SARS-CoV-2 transmission in schools. Focusing support on schools least likely to have resource-intensive ventilation strategies might facilitate equitable implementation of ventilation improvements.

"It's ok, mom. I got it!": Exploring the experiences of young adults with intellectual disabilities in a postsecondary program affected by the COVID-19 pandemic from their perspective and their families' perspective.

Students' resilience in a postsecondary program for individuals with an intellectual disability impacted by the COVID-19 disruption and the challenges they faced during this time was captured in the context of social network analysis interviews that included students' and families' experiences as they managed the pandemic. Students' experiences spoke to their resilience in using the skills they gained through the program to navigate the COVID-19 disruption even though it was sometimes tricky. Parents' experiences revealed their increased confidence and sense of pride in their adult children when they observed growth in independence, self-determination, and familiarity with technology. Innovative and engaging instructional practices and e-mentoring support offered by peer mentors motivated students in their academics and encouraged their social development during this time. Student and parent experiences offer hope that young adults with an intellectual disability can gain skills in a postsecondary program that better prepares them to meet life's challenges.

Receipt of and Satisfaction with School-based and Virtual Special Education Supports and Therapeutic Services During the COVID-19 Pandemic.

The COVID-19 pandemic impacted school-based delivery of special educational supports and therapeutic services. This study describes student receipt of school-based supports/services and parent satisfaction by instruction modalities during the 2020-2021 academic year in the United States. Data were collected through the COVID Experiences Survey from parents of children ages 5-12 years, administered using NORC's AmeriSpeak panel. Most parents reported satisfaction with supports (88.4%) and services (93.2%). Dissatisfaction with special education supports and therapeutic services was more common among parents whose children received supports/services virtually than in person (special educational supports: aOR=12.00, 95% CI [1.49-96.89], p=0.020; therapeutic services: aOR=15.76, 95% CI [1.01-245.40], p=0.049). These findings suggest opportunities to improve design and delivery of online special education supports and therapeutic services as well as emergency preparedness by considering the needs of students with disabilities and their families.

Disparities in the Implementation of School-Based Mental Health Supports Among K-12 Public Schools.

OBJECTIVE: The authors sought to explore the availability of mental health supports within public schools during the COVID-19 pandemic by using survey data from a nationally representative sample of U.S. K-12 public schools collected in October-November 2021. METHODS: The prevalence of 11 school-based mental health supports was examined within the sample (N=437 schools). Chi-square tests and adjusted logistic regression models were used to identify associations between school-level characteristics and mental health supports. School characteristics included level (elementary, middle, or high school), locale (city, town, suburb, or rural area), poverty level, having a full-time school nurse, and having a school-based health center. RESULTS: Universal mental health programs were more prevalent than more individualized and group-based supports (e.g., therapy groups); however, prevalence of certain mental health supports was low among schools (e.g., only 53% implemented schoolwide trauma-informed practices). Schools having middle to high levels of poverty or located in rural areas or towns and elementary schools and schools without a health infrastructure were less likely to implement mental health supports, even after analyses were adjusted for school-level characteristics. For example, compared with low-poverty schools, mid-poverty schools had lower odds of implementing prosocial skills training for students (adjusted OR [AOR]=0.49, 95% CI=0.27-0.88) and providing confidential mental health screening (AOR=0.42, 95% CI=0.22-0.79). CONCLUSIONS: Implementation levels of school-based mental health supports leave substantial room for improvement, and numerous disparities existed by school characteristics. Higher-poverty areas, schools in rural areas or towns, and elementary schools and schools without a health infrastructure may require assistance in ensuring equitable access to mental health supports.

Children's mental health during the COVID-19 pandemic: a population-based cohort study in the United States.

PURPOSE: Examine children's mental health symptoms, including changes during the COVID-19 pandemic. METHODS: The COVID Experiences Surveys, designed to be representative of the U.S. household population, were administered online to parents of children aged 5-12 years (wave 1 (W1), October-November 2020, n = 1561; wave 2 (W2), March-May 2021, n = 1287). We modeled changes in children's symptoms of anxiety, depression, and psychological stress and examined associations between demographic characteristics, COVID-19 related experiences, and protective factors with symptoms across both waves using generalized estimating equations. RESULTS: Based on parent-report, children's symptoms of anxiety and depression decreased from W1 to W2 (Δ t-score anxiety = -1.8 [95% confidence intervals (CI): -2.5, -1.0]; Δ t-score depression = -1.0 [CI: -1.7, -0.3]). Psychological stress remained consistent. Across waves, older children and children with an emotional, mental, developmental, behavioral, physical, or medical condition were more likely to have specific poor mental health symptoms. Poor mental health symptoms were more likely among children with several contextual stressors (e.g., economic stress, parental emotional strain) and less likely among children with protective factors (e.g., daily routines, neighborhood cohesion). CONCLUSIONS: Establishing programs that support mental health, improving access to mental health services, and fostering collaborations to advance children's mental health is important.

Challenges experienced by U.S. K-12 public schools in serving students with special education needs or underlying health conditions during the COVID-19 pandemic and strategies for improved accessibility.

BACKGROUND: Students with special education needs or underlying health conditions have been disproportionately impacted (e.g., by reduced access to services) throughout the COVID-19 pandemic. OBJECTIVE: This study describes challenges reported by schools in providing services and supports to students with special education needs or underlying health conditions and describes schools' use of accessible communication strategies for COVID-19 prevention. METHODS: This study analyzes survey data from a nationally representative sample of U.S. K-12 public schools (n = 420, February-March 2022). Weighted prevalence estimates of challenges in serving students with special education needs or underlying health conditions and use of accessible communication strategies are presented. Differences by school locale (city/suburb vs. town/rural) are examined using chi-square tests. RESULTS: The two most frequently reported school-based challenges were staff shortages (51.3%) and student compliance with prevention strategies (32.4%), and the two most frequently reported home-based challenges were the lack of learning partners at home (25.5%) and lack of digital literacy among students' families (21.4%). A minority of schools reported using accessible communications strategies for COVID-19 prevention efforts, such as low-literacy materials (7.3%) and transcripts that accompany podcasts or videos (6.7%). Town/rural schools were more likely to report non-existent or insufficient access to the internet at home and less likely to report use of certain accessible communication than city/suburb schools. CONCLUSION: Schools might need additional supports to address challenges in serving students with special education needs or with underlying health conditions and improve use of accessible communication strategies for COVID-19 and other infectious disease prevention.

PCA oversedation: application of Healthcare Failure Mode Effect (HFMEA) Analysis.

Hospital systems utilize many varied problem-solving processes to address system improvements and ensure patient safety. The Healthcare Failure Mode Effect Analysis (HFMEA) model is one of these tools and uses a multidisciplinary team to look at processes, diagramming the steps involved to identify potential failure points. The application of the HFMEA model allowed one large health care system to address a complex process by prioritizing proactive change improvements in order to prevent postoperative patient-controlled anesthesia oversedation events. The changes implemented identified 16 failure points with a hazard score of 16 or greater. One year later, the established system HFMEA goal was met: oversedation events were reduced by 50%.

Utilization of imaging in pregnant patients: 10-year review of 5270 examinations in 3285 patients--1997-2006.

PURPOSE: To document the utilization of radiologic imaging in pregnant patients at one academic institution during a 10-year period (1997-2006). MATERIALS AND METHODS: The study was approved by the hospital institutional review board and was compliant with HIPAA. Informed consent was waived. At the authors' institution, pregnant patients exposed to radiation during imaging are recorded in a database compiled by the medical physics department. The authors retrospectively reviewed this database to document the number of patients, number of each type of imaging examination, date of the examination, and the estimated radiation dose to the fetus from 1997 to 2006. The authors searched the institution's medical records to obtain the total number of deliveries by year as a control for the total pregnant patient population. RESULTS: During the 10-year period, 5270 examinations were performed in 3285 pregnant patients (mean age, 28 years). The number of patients and examinations increased from 237 patients undergoing 331 studies in 1997 to 449 patients undergoing 732 examinations in 2006, an increase of 89% in patients and 121% in examinations. The total number of pregnant patients measured by deliveries increased 7%--from 8661 in 1997 to 9264 in 2006. Utilization rates (examinations per 1000 deliveries) of all radiologic examinations increased 107% from 1997 to 2006. The number of conventional radiographic examinations increased by an average of 7% per year, nuclear medicine examinations by 12% per year, and computed tomographic (CT) examinations by 25% per year. The average estimated fetal radiation exposure per examination was 0.43 mGy (range, 0.01-22.5 mGy) for conventional radiography, 4.3 mGy (range, 0.01-43.9 mGy) for CT, and 0.40 mGy (range, 0.01-7.7 mGy) for nuclear medicine examinations. CONCLUSION: For the comparison of 1997 to 2006, the radiologic utilization rate in pregnant patients increased by 107% from 1997 to 2006. The greatest increase was in CT.

The incidence of deep vein thrombosis in women undergoing cesarean delivery.

INTRODUCTION: Venous thromboembolism (VTE) is one of the leading causes of maternal mortality in the United States. Cesarean delivery is a known risk factor. This study was to determine the incidence of deep vein thrombosis (DVT) post cesarean delivery. MATERIALS AND METHODS: This was a prospective cohort study where two patients having undergone cesarean delivery each day were randomly selected. A lower extremity compression ultrasound was performed prior to hospital discharge. If no DVT was detected, participants were asked to return for a second ultrasound two weeks postpartum. Participants were also telephone-interviewed at three months for reported VTE. RESULTS: Of the 194 patients who consented to study participation, only one participant developed DVT after cesarean delivery, giving an overall incidence of 0.5% (95% CI, 0.1 to 2.8%). There were no DVT identified on the second ultrasound nor VTE reported 3 months postpartum. CONCLUSIONS: We found the DVT rate after cesarean delivery to be 0.5%.

Word-learning abilities in deaf and hard-of-hearing preschoolers: effect of lexicon size and language modality.

Deaf and hard-of-hearing (DHH) children's ability to rapidly learn novel words through direct reference and through novel mapping (i.e., inferring that a novel word refers to a novel object) was examined. Ninety-eight DHH children, ranging from 27 to 82 months old, drawn from 12 schools in five states participated. In two tasks that differed in how reference was established, word-learning abilities were measured by children's ability to learn novel words after only three exposures. Three levels of word-learning abilities were identified. Twelve children did not rapidly learn novel words. Thirty-six children learned novel words rapidly but only in the direct reference task. Forty-nine children learned novel words rapidly in both direct reference and novel mapping tasks. These levels of word-learning abilities were evident in children who were in oral-only and in signing environments, in children with cochlear implants, and in deaf children of deaf parents. Children's word-learning abilities were more strongly correlated to lexicon size than age, and this relation was similar for children in these different language-learning environments. Acquisition of these word-learning abilities seems based on linguistic mechanisms that are available to children in a wide range of linguistic environments. In addition, the word-learning tasks offer a promising dynamic assessment tool.

Staphylococcus epidermidis in urine is not always benign: a case report of pyelonephritis in a child.

PURPOSE: Staphylococcus epidermidis in urine cultures from previously healthy children is usually considered to be a contaminant. The goal of this study was to identify cases in which S. epidermidis was an infectious cause of urinary tract infection (UTI) in children. METHODS: A literature search identified 7 cases, 6 of which were previously published and 1 which was unpublished, described herein. RESULTS: S. epidermidis was identified as the causative organism of UTIs in children with underlying urinary tract abnormalities. CONCLUSION: UTIs caused by S. epidermidis in a previously healthy child should not be disregarded as a contaminant and further workup for urinary tract abnormality is indicated.

The use of intrauterine lidocaine to minimize pain during hysterosalpingography: a randomized trial.

OBJECTIVE: A hysterosalpingogram is an integral part of the evaluation of infertility but is often painful. Intrauterine anesthesia may help to alleviate the discomfort associated with this procedure. METHODS: We conducted a randomized, double-blinded, placebo-controlled trial of intrauterine lidocaine in women undergoing hysterosalpingography (HSG). All women were instructed to take a nonsteroidal analgesic before the hysterosalpingogram. Patients received 3 mL of buffered 2% lidocaine solution or 0.9% normal saline instilled into the uterus before HSG. The primary outcome was the degree of pain experienced documented via 10-cm visual analogue pain scales. Systematic assessments of discomfort were also collected by the attending physician, radiology technician, and radiology physician. RESULTS: Sixty-four patients were randomly assigned to placebo and 63 women were randomly assigned to the lidocaine group. There were no differences in mean age, race, parity, or history of dysmenorrhea or chronic pelvic pain. There were no differences in the pain scores at baseline, during, or after the study procedure between the 2 groups. Peak pain scale scores associated with the procedure were 5.3 +/- 0.4 in both the placebo and study groups. In addition, assessments of patient discomfort revealed no significant differences between the 2 groups. CONCLUSION: We found no difference in pain between the intrauterine-lidocaine and placebo groups. Intrauterine lidocaine does not appear to be effective in decreasing pain in women undergoing HSG. LEVEL OF EVIDENCE: I

Language and literacy development of deaf and hard-of-hearing children: successes and challenges.

Childhood hearing loss presents challenges to language development, especially spoken language. In this article, we review existing literature on deaf and hard-of-hearing (DHH) children's patterns and trajectories of language as well as development of theory of mind and literacy. Individual trajectories vary significantly, reflecting access to early identification/intervention, advanced technologies (e.g., cochlear implants), and perceptually accessible language models. DHH children develop sign language in a similar manner as hearing children develop spoken language, provided they are in a language-rich environment. This occurs naturally for DHH children of deaf parents, who constitute 5% of the deaf population. For DHH children of hearing parents, sign language development depends on the age that they are exposed to a perceptually accessible 1st language as well as the richness of input. Most DHH children are born to hearing families who have spoken language as a goal, and such development is now feasible for many children. Some DHH children develop spoken language in bilingual (sign-spoken language) contexts. For the majority of DHH children, spoken language development occurs in either auditory-only contexts or with sign supports. Although developmental trajectories of DHH children with hearing parents have improved with early identification and appropriate interventions, the majority of children are still delayed compared with hearing children. These DHH children show particular weaknesses in the development of grammar. Language deficits and differences have cascading effects in language-related areas of development, such as theory of mind and literacy development.

CT in the evaluation of nontraumatic abdominal pain in pregnant women.

PURPOSE: To retrospectively determine sensitivity and specificity of computed tomography (CT) for the diagnosis of appendicitis in pregnant women with nontraumatic abdominal pain and retrospectively compare findings at CT and ultrasonography (US) in patients who underwent both examinations, with surgery or clinical follow-up as a reference standard. MATERIALS AND METHODS: Institutional review board approval was obtained, and the study was HIPAA compliant. Informed consent was waived. Findings of 80 consecutive CT examinations performed in 78 pregnant women (mean age, 25.9 years; range, 17-43 years) for abdominal pain between September 2000 and October 2004 were compared with findings at prior US (n=52), surgery, and clinical follow-up. Sensitivity and specificity were calculated for the diagnosis of appendicitis. The average fetal radiation dose was 16 mGy (1.6 rad) (range, 4-45 mGy [4-4.5 rad]). RESULTS: CT findings were normal in 51 examinations (64%) and abnormal in 29 (36%). Abnormal findings were appendicitis (n=13), urinary tract calculi (n=6), small-bowel obstruction (n=2), cholelithiasis (n=2), pyelonephritis (n=2), diaphragmatic hernia (n=1), cecal bascule (n=1), ileus (n=1), and metastatic lymphadenopathy (n=1). One surgically confirmed case of appendicitis was not detected at CT. For diagnosis of appendicitis, sensitivity of CT was 92% (12 of 13 examinations), specificity was 99% (66 of 67), and negative predictive value was 99% (66 of 67). Fifty-two CT studies were performed after US. US findings were normal in 46 patients (88%) and abnormal in six (12%). Abnormal findings were cholelithiasis (n=3), obstructive hydronephrosis (n=1), small-bowel dilatation (n=1), and appendicitis (n=1). Among 46 patients with normal US findings, CT findings were abnormal in 14, nine of whom required surgery. CT added important diagnostic information in 14 of 46 patients (30%). CONCLUSION: CT findings established the diagnosis in 35% of examinations in pregnant women with abdominal pain (28 of 80), with a negative predictive value of 99% for appendicitis; when CT followed negative US findings, CT findings established the diagnosis in 30% of patients.

Individual differences in language performance after cochlear implantation at one to three years of age: child, family, and linguistic factors.

Language skills were investigated in a multicultural sample of 13 prelingually deaf children (11 profoundly deaf from birth) who received cochlear implants between 14 and 38 months of age; average duration of implant use was 49 months. Individual postimplant language skills ranged from extremely delayed to age appropriate. On average, skills varied across domains: on vocabulary, several children functioned in the average range compared with hearing peers, but all were below that range on a test emphasizing syntax (CELF-P). Children with preimplant hearing experience had the highest scores on all language measures. Excluding these children, age of implantation (range 14 to 27 months) associated inversely and significantly with CELF-P scores, even when nonverbal IQ was controlled. Qualitative analyses indicated higher child language achievement associated with parents' reports of lengthy, in-depth processes to decide about cochlear implantation. Such reports may indicate high levels of ongoing parent involvement with child and programming.

Client violence toward social workers: the role of management in community mental health programs.

With the shift in mental health treatment from psychiatric hospitals to community agencies, mental health workers provide outreach interventions to clientele with increasingly acute psychiatric disorders in their neighborhoods and residences. This article examines job-related, client-perpetrated threats or physical violence against social workers in general, and community outreach mental health professionals in particular. The article highlights the critical role of supervisors and administrators in community mental health programs in developing proactive prevention and postincident response policies and procedures that create an organizational climate of safety awareness, training, and psychological support to traumatized worker-victims. Recommendations for macro-level intervention are proposed, and implications for social work education and the profession are addressed.