Remote Learning During COVID-19: Examining School Practices, Service Continuation, and Difficulties for Adolescents With and Without Attention-Deficit/Hyperactivity Disorder
Stephen P Becker, Rosanna Breaux, Caroline N Cusick, Melissa R Dvorsky, Nicholas P Marsh, Emma Sciberras, Joshua M Langberg
Journal of Adolescent Health | ELSEVIER SCIENCE INC | Published : 2020
PURPOSE: This study examined remote learning practices and difficulties during initial stay-at-home orders during the COVID-19 pandemic in adolescents with and without attention-deficit/hyperactivity disorder (ADHD). METHODS: Participants were 238 adolescents (132 males; 118 with ADHD) aged 15.64-17.99 years and their parents. Adolescents and parents completed questionnaires in May/June 2020 when in-person schools were closed in the U.S. RESULTS: Twenty-two percent of families incurred financial costs to support remote learning, and only 59% of school-based services received before COVID-19 continued during COVID-19 remote learning. Adolescents with ADHD had fewer routines and more remote le..View full abstract
Awarded by Institute of Education Sciences (IES), U.S. Department of Education
Awarded by National Institute of Mental Health (NIMH)
This research was supported by a Research Innovation/Pilot award from the Cincinnati Children's Research Foundation (CCRF) and includes participants previously recruited as part of research supported by award number R305A160126 from the Institute of Education Sciences (IES), U.S. Department of Education. S.P.B. and M.R.D. are supported by grants from the National Institute of Mental Health (NIMH; SB: K23MH108603; MD: K23MH122839 and T32MH018261).