P3.D063: The Effect of the COVID-19 Pandemic on School Readiness: A Prospective Cohort Pilot Study

Background: The COVID-19 pandemic had a negative effect on learning among school-aged children, as well as identification of children with developmental delay and disabilities and early intervention (EI) delivery. However, the long-term impacts on this disruption of EI are not yet well understood. This pilot study aimed to compare school readiness of children who had received, or attempted to receive, EI prior to, during, and after the COVID-19 pandemic stay-at-home order.

Methods: A prospective cohort study was conducted by partnering with a single state-funded center providing federally mandated EI. The EI center provided a list of 559 children whose parents had attempted to obtain or started EI during one of the 3 time periods: phase 1, pre-COVID-19 pandemic (March 19, 2019- March 18, 2020), phase 2, during the COVID-19 state-mandated stay at home order (March 19, 2020-June 14, 2021), and phase 2, after the COVID-19 stay at home order (June 15, 2021-June 14, 2022). Inclusion criteria: children aged 3-6 years and their parents. Exclusion criteria were children whose parents spoke languages other than English, Spanish, or Mandarin. Participants were administered the Wechsler Preschool and Primary Scale of Intelligence (WPPSI-IV) and Childhood Autism Rating Scale (CARS-2) by a licensed clinical psychologist and parents completed the child behavioral checklist (CBCL) and Parenting Stress Index, Fourth Edition, Short Form (PSI-4-SF). The primary outcome was WPSSI-IV score, including Full Scale Intelligence Quotient (FSIQ) and Verbal Comprehension Index (VCI). As markers of school readiness, we compared domains of general cognition and language development between COVID-19 pandemic phases. Data were analyzed using Kruskall-Wallis ANOVA for numeric variables and Fisher’s Exact tests for categorical variables.

Results: A total of 55 children were enrolled in the study and WPSSI-IVs attempted on all children; 25 children were not able to complete the WPSSI-IV due to developmental or behavioral challenges. 22 children were able to be assigned to a COVID phase due to their record of contacting EI and were able to complete a WPSSI-IV. There was a statistically significant difference in WPPSI-IV VCI scores across COVID-19 phase, with the lowest scores found during the pandemic (76.2 ± 9.3), highest scores pre-pandemic (98.0 ± 6.2), and intermediate scores post-pandemic (81.5 ± 10.1), p=0.03) (Table 1). Borderline significant differences were found for the WPPSI-IV FSIQ score, with the lowest scores observed during the pandemic (81.9 ± 12.1), highest scores pre-pandemic (102.3 ± 9.7) and intermediate scores post-pandemic (86.4 ± 10.7, p=0.09).

Conclusion: This pilot study suggests lower scores on markers of school readiness in children who received/attempted to receive EI during the COVID-19 stay at home orders compared to pre- and post- time periods. Further study is needed to assess full impacts and develop mitigation efforts.