Jason G Newland
Biographic Data
| ID | 7758496 |
|---|---|
| NAME | Jason G Newland |
| GIVEN NAMES | Jason G |
| FAMILY NAME | Newland |
| SIGNATURE | NEWLAND J G |
| AFFILIATIONS | Washington University in St. Louis |
| ORCID | 0000-0001-9979-7993 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Assessment of Covid ‐19 Messaging Strategies to Increase Testing for Students With Intellectual and Developmental Disabilities
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 …
Covid ‐19 Related Facilitators and Barriers to In‐Person Learning for Children With Intellectual and Development Disabilities
BACKGROUND: Students with intellectual and developmental disabilities (IDD) and the staff who support them were largely in-person during the 2021-2022 school year, despite their continued vulnerability to infection with SARS-CoV-2. This qualitative study aimed to understand continued perceptions of weekly SARS-CoV-2 screening testing of students and staff amidst increased availability of vaccinations. METHODS: Twenty-three focus groups were held …
Psychosocial work environment stressors for school staff during the Covid-19 pandemic
Introduction: After periods of remote and/or hybrid learning as a result of the COVID-19 global pandemic, the return to in-person learning has been beneficial for both students and teachers, but it has not been without challenges. This study was designed to assess the impact of the return to in-person learning on the school experience, and efforts made to ease the transition in furthering a positive in-person learning environment. Materials and m…
Covid ‐19‐Related Facilitators and Barriers to In‐Person Learning for Children With Intellectual and Development Disabilities
BACKGROUND: Schools provide essential functions for children with intellectual and developmental disabilities (IDD), but their vulnerability to infection with SARS-CoV-2 are a barrier to in-person learning. This qualitative study aimed to understand how weekly SARS-CoV-2 screening testing of students and staff could best facilitate in-school learning during the pandemic. METHODS: Thirty-one focus groups were held with school staff and parents of …
Understanding educators’ perspectives and experiences of Covid-19 in schools serving children with intellectual/developmental disabilities
The COVID-19 pandemic has significantly impacted educators, both personally and professionally. However, very little is known about the extent of these impacts among educators’ serving children with intellectual and developmental disabilities (IDD). The present study surveyed 230 educators (teachers, staff, and administrators) to assess their wellbeing, concerns during the pandemic, and perceived importance of various COVID-19 school mitigation s…
Assessing Covid-19 testing strategies in K-12 schools in underserved populations
NCT04875520 . Registered May 6, 2021
No prominent works on this page.
Understanding educators’ perspectives and experiences of Covid-19 in schools serving children with intellectual/developmental disabilities
The COVID-19 pandemic has significantly impacted educators, both personally and professionally. However, very little is known about the extent of these impacts among educators’ serving children with intellectual and developmental disabilities (IDD). The present study surveyed 230 educators (teachers, staff, and administrators) to assess their wellbeing, concerns during the pandemic, and perceived importance of various COVID-19 school mitigation s…
Assessing Covid-19 testing strategies in K-12 schools in underserved populations
NCT04875520 . Registered May 6, 2021
Psychosocial work environment stressors for school staff during the Covid-19 pandemic
Introduction: After periods of remote and/or hybrid learning as a result of the COVID-19 global pandemic, the return to in-person learning has been beneficial for both students and teachers, but it has not been without challenges. This study was designed to assess the impact of the return to in-person learning on the school experience, and efforts made to ease the transition in furthering a positive in-person learning environment. Materials and m…
Covid ‐19‐Related Facilitators and Barriers to In‐Person Learning for Children With Intellectual and Development Disabilities
BACKGROUND: Schools provide essential functions for children with intellectual and developmental disabilities (IDD), but their vulnerability to infection with SARS-CoV-2 are a barrier to in-person learning. This qualitative study aimed to understand how weekly SARS-CoV-2 screening testing of students and staff could best facilitate in-school learning during the pandemic. METHODS: Thirty-one focus groups were held with school staff and parents of …
Assessment of Covid ‐19 Messaging Strategies to Increase Testing for Students With Intellectual and Developmental Disabilities
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 …
Covid ‐19 Related Facilitators and Barriers to In‐Person Learning for Children With Intellectual and Development Disabilities
BACKGROUND: Students with intellectual and developmental disabilities (IDD) and the staff who support them were largely in-person during the 2021-2022 school year, despite their continued vulnerability to infection with SARS-CoV-2. This qualitative study aimed to understand continued perceptions of weekly SARS-CoV-2 screening testing of students and staff amidst increased availability of vaccinations. METHODS: Twenty-three focus groups were held …
Medical education (6 works) · Medicine (6 works) · COVID-19 and Mental Health (5 works) · Pandemic (5 works) · Psychology (5 works) · Down syndrome and intellectual disability research (4 works) · Qualitative research (4 works) · Coronavirus disease 2019 (COVID-19) (3 works) · Focus group (3 works) · Thematic analysis (3 works)