Laura Lee Mcintyre
University of Oregon, OR·Psychology
When schools closed during the COVID-19 pandemic, children lost classroom and special education services, and many families faced illness, money problems and stress. It is still unclear whether these disruptions leave lasting marks on children's emotional and behavioral development, especially for children with developmental disabilities, who were already at higher risk.
- Fields
Psychology
Education Research
Public Health & Epidemiology
- Topics
school closures
developmental disabilities
child behavior problems
- Grants
- 1 known grant, through May 2027
What they work on
- Describe how emotional and behavioral problems in children aged 4–15, with and without developmental disabilities, changed before, during and after COVID-19 school closures, using piecewise growth models on combined data from four long-term studies.
- Test whether perceived COVID-related stress predicts worsening child behavior problems and parenting adjustment across the three school-closure phases, using six new fall and spring assessments of caregivers and teachers.
- Test whether behavioral parent training, delivered earlier in two randomized trials, protected families against pandemic stress, using propensity score matching to compare intervention and control groups across studies.
More about the research
Answering this question can guide how schools and services support families after the pandemic.
Why it matters
The results could guide policy and intervention choices for supporting children with developmental disabilities and their families after the pandemic. If behavioral parent training proves to buffer stress effects, schools and agencies would have evidence for a practical way to help high-risk families during future large-scale disruptions to schooling.
Known grants
From NIH and NSF research grants. Labs often have other funding we can't see.
Closest labs
Jude Cassidy
University of Maryland, MD·Psychology
Test whether adding the Circle of Security – Parenting intervention to Early Head Start services reduces insecure attachment, physiological dysregulation and behavior problems, in a randomized trial of 249 parent-child pairs.
Jenny Radesky
University of Michigan, MI·Medicine & Clinical Research
Test whether Problem-Solving Education for parents, help with device parental controls, or both reduce mood dysregulation and problematic media use in 300 children aged 6–10, compared with standard pediatric resources, in a 2x2 randomized trial.
Lauren Micalizzi
Brown University, RI·Psychology
Examine how parental alcohol use, measured partly with alcohol biosensors that detect drinking, relates to changes in children's externalizing behavior during one month of intensive day treatment.
The school
University of Oregon: 14 labs on PI Pages, $175M a year on research, 219 research doctorates a year.
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