The impact of COVID-19 on the Early Language in Victoria Study

The Early Language in Victoria Study (ELVS) is an unprecedented longitudinal cohort of young people whose language development and academic progress have been repeatedly measured since infancy (n=1,910 at ~8 months old). ELVS will address critical knowledge gaps about the importance of language, literacy, and numeracy skills for a successful transition to adulthood and life-long well-being, including service costs and health-related quality of life. To document the transition from late adolescence to young adulthood, ELVS participants, who are now completing their formal schooling, and their parents, were approached in late 2020 to consent for follow-up (>17 years). Coinciding with the COVID-19 pandemic, it presented unique challenges for ELVS particularly surrounding recruitment and participation. Responding quickly to challenges posed by the pandemic, the research team modified study processes and developed strategies to promote participant engagement. By conducting recruitment and participation entirely online, data collection was packaged and delivered remotely using multiple brief surveys to minimise fatigue, create flexibility for participation, enhance data quality, and eliminate the need for face-to-face study visits. Despite these efforts, recruitment has been extended and consent rates have been impacted. It is likely that further adaptations are imminent for ELVS ensuring rigour and conformance to good research practice. ; No Full Text