Elevated Levels of COVID-19-Related Stress and Mental Health Problems Among Parents of Children with Developmental Disorders During the Pandemic

Chan, Randolph C. H.; Fung, Suk Chun

doi:10.1007/s10803-021-05004-w

Cited by 33 publications

(30 citation statements)

References 43 publications

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“…In addition, consistent to findings from previous studies ( Asbury et al, 2020 ; Chan & Fung, 2021 ; Thorell et al, 2021 ), our study showed that children with SEN had poorer mental health in comparison to typically developed children. Children with ID or mental disorders had significantly more emotional and behavioural difficulties and poorer quality of life than children with other disabilities.…”

Section: Discussionsupporting

confidence: 93%

Mental health & maltreatment risk of children with special educational needs during COVID-19

Tso

Chan

Lee

et al. 2022

Child Abuse & Neglect

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Background Children with special educational needs (SEN) are more vulnerable during the COVID-19 pandemic with risk of poor mental wellbeing and child maltreatment. Objective To examine the impact of COVID-19 on the mental health of children with SEN and their maltreatment risk. Participants and setting 417 children with SEN studying at special schools and 25,427 children with typical development (TD) studying at mainstream schools completed an online survey in April 2020 in Hong Kong during school closures due to COVID-19. Method Emotional/behavioural difficulties, quality of life and parental stress of children with SEN were compared with typically developed children using mixed effect model. Linear regression analyses were performed to explore factors associated with child emotional/behavioural difficulties and parental stress during the pandemic. Chi-square test was performed to detect the differences in maltreatment risk before and during COVID-19. Results Children with SEN had significantly poorer overall quality of life (68.05 vs 80.65, p < 0.01). 23.5% of children had at least one episode of severe physical assault and 1.9% experienced very severe physical assault during COVID-19. Rates of physical assault increased significantly (59.8% vs. 71.2% p < 0.001) while children with mental disorders had increased risk of severe physical assault comparing to those without mental disorders (RR = 1.58, ꭓ 2 = 5.19 p = 0.023). Conclusion Children with SEN had poorer mental health than typically developed children during the COVID-19 pandemic. Maltreatment risk for children with SEN is higher in comparison to pre-COVID-19 era. Surveillance of child maltreatment, continuity of medical and rehabilitation care to support children with SEN are essential during a disease pandemic.

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Section: Discussionsupporting

confidence: 93%

Mental health & maltreatment risk of children with special educational needs during COVID-19

Tso

Chan

Lee

et al. 2022

Child Abuse & Neglect

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“…The findings of our study suggest that careful clinical attention should be paid to the mental health of parents of children with developmental disorders [ 51 ]. Continuous efforts have evolved in order to provide clinical support to individuals with developmental needs, including those individuals with ASD.…”

Section: Discussionmentioning

confidence: 99%

The impact of COVID-19 on individuals with ASD in the US: Parent perspectives on social and support concerns

et al. 2022

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The COVID-19 pandemic’s disruptions to daily routines and services have proven especially challenging for children with autism spectrum disorder (ASD) and their families. The current retrospective study aimed to determine the impact of the COVID-19 pandemic’s social environmental changes on parental ratings of personal and child concerns about family conflict, opportunities for social interaction, and loss of institutional support (school and therapy services). Analyses of responses from families with ASD in the US determined differences in concerns across three time points which were measured simultaneously: prior to COVID-19, at the start of COVID-19, and at the time of survey completion. From our sample of 246 school-aged children, parents retrospectively reported significantly increasing levels of concern for both themselves and their children over time, with parents’ personal concern levels rated consistently higher than their ratings of their child’s level of concern. Concerns about loss of institutional support were higher for parents of children reported as having co-occurring intellectual disability. Further, parents of younger children also reported more concerns about loss of services, as well as more social concerns. For parent ratings of child concerns, children who were reportedly aware of COVID-19 were determined to have higher levels of social concerns and concerns about loss of institutional support. Meanwhile, the child’s age and gender did not impact their parent ratings of child concerns. The increased level of parental and child-perceived concerns over the course of the pandemic suggests a need for improved service delivery and support for these families. The high levels of concerns observed in the current study provide support for the need to assess families’ priorities and tailor services to best meet families’ needs. This will potentially increase the quality of life of family members, and improve ASD services across the lifespan, and improve outcomes.

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“…Parental involvement in the schooling of the children for example was shown to be more difficult for parents with learning disabilities (Maguire et al, 2009 ; Tarleton et al, 2005 ), ASD (Morris, 2003 ) and ADHD (Sonuga-Barke et al, 2002 ). Survey studies in parents indicated more worries and mood-changes for parents (Asbury et al, 2021 ), more emotional problems for children (Nonweiler et al, 2020 ) and increased levels of parental stress (Bentenuto et al, 2021 ; Chan & Fung, 2021 ; Soriano-Ferrer et al, 2021 ) during the COVID pandemic, both for parents of children with and without DD compared to regular times, with higher baseline and follow-up levels of parental stress in the DD group. The increase of parental stress during lockdown for children with DD was associated with the decrease in therapy (Bentenuto et al, 2021 ).…”

Section: Opportunity-propensity Predictors For (Online) Learning (During Covid-19)mentioning

confidence: 99%

The Impact of School Strategies and the Home Environment on Home Learning Experiences During the COVID-19 Pandemic in Children With and Without Developmental Disorders

Baten

Vlaeminck

Mues

et al. 2022

J Autism Dev Disord

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Using the Opportunity-Propensity Model (Byrnes in Dev Rev 56:100911, 2020 ; Byrnes & Miller in Contemp Educ Psychol 32(4);599–629, 2007 ), the current study investigated which factors helped predicting children’s home learning experiences during the COVID-19 pandemic, thereby examining differences between children with (DD; n = 779) and without (TD; n = 1443) developmental disorders. MANCOVA results indicated more negative experiences for DD children and their parents. SEM-results revealed the alignment between different teachers and autonomous motivation in children as the most important predictors for the outcome variables. Less predictors were significant for DD as compared to TD children which suggests other factors are at play in the DD group. Limitations, strengths and suggestions for future research are being discussed, together with some implications for classroom practices and remote learning approaches.

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Elevated Levels of COVID-19-Related Stress and Mental Health Problems Among Parents of Children with Developmental Disorders During the Pandemic

Cited by 33 publications

References 43 publications

Mental health & maltreatment risk of children with special educational needs during COVID-19

Mental health & maltreatment risk of children with special educational needs during COVID-19

The impact of COVID-19 on individuals with ASD in the US: Parent perspectives on social and support concerns

The Impact of School Strategies and the Home Environment on Home Learning Experiences During the COVID-19 Pandemic in Children With and Without Developmental Disorders

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