There is nationwide concern that the abrupt transition to remote instruction in response to the Coronavirus disease (COVID-19) pandemic will have detrimental impacts on student learning. As a uniquely vulnerable group within schools, students with disabilities like attention deficit hyperactivity disorder (ADHD) may be at enhanced risk for these negative outcomes. The present study features a unique examination of achievement scores, collected for two Cohorts (2018Cohorts ( -2019Cohorts ( , 2019Cohorts ( -2020 of students with ADHD. By collecting achievement data in both the fall and spring for each Cohort, direct comparisons between changes in achievement for Cohort One (2018-2019) can be made to those in Cohort Two (2019-2020). Analyses summarized remote learning practices, within-group changes in achievement data over time for Cohort Two, and between-group differences in score changes over time for Cohorts One and Two. Teachers used a variety of remote learning approaches, including videoconferencing and independently completed assignments. Student achievement scores in both Cohorts significantly improved from fall to spring. No significant differences were found in score growth between the Cohorts, indicating that the move to remote instruction did not have a differentially negative impact on Cohort Two. Implications focus on the promise of well-delivered remote instruction, and the need to examine individual factors (such as poor internet access) that may exacerbate the risk of students with disabilities receiving remote instruction. Impact and ImplicationsThere is nationwide concern that the rapid move to remote instruction during the COVID-19 pandemic will have long-lasting negative impacts on our youth. This study demonstrated that children with attention and behavioral difficulties did not show a substantial decrease in academic achievement following three to 4 months of remote instruction. These results present the short-term impact of remote instruction; future work must address whether continuing to deliver school remotely impacts students with disabilities.

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As individuals with ADHD move to young adulthood, the morning and evening times become of increased importance. Sixty individuals were enrolled in a 14-day study (30 with ADHD and 30 did not have ADHD). Participants provided self-reports of ADHD symptoms and impairment using ecological momentary assessments administered each morning and each evening. Participants also identified a collateral who could provide daily ratings of the participant during the same time. Driving data were also passively collected. Results indicated differences in self and collateral ratings of ADHD symptoms and impairment, with greater symptom endorsement and reports of impairment for the individuals with ADHD. Self-report indicated greater endorsement in the evening, relative to the morning, for individuals with ADHD. Collateral report did not interact with time of day. Passive evaluation of driving performance was not significantly different. Results indicate young adult ADHD symptoms and impairment can be reliably assessed in the morning/evening. Public Health Significance Evidence of ADHD symptoms and impairments were documented in the morning and evening hours for individuals diagnosed with ADHD. These results illustrate additional areas in need of attention in the refinement of treatments for adults with ADHD.

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