Investigating the effects of COVID-19 lockdown on Italian children and adolescents with and without neurodevelopmental disorders: a cross-sectional study

Abstract

We conducted a cross-sectional study to compare the impact of social distancing and lifestyle changes that occurred during Corona Virus Disease 2019 (COVID-19) lockdown on children and adolescents with and without Neurodevelopmental Disorders (NDDs). An online questionnaire was administered in order to investigate the effects of NDD condition, socio-demographic status, familiar/home environment and COVID-19 exposure on their lives during a two months period of social isolation. We used logistic regression, focusing on five endpoints (remote learning, lifestyle, stress/anxiety, sociality, scolding) to define the extent of these effects. Most questions were paired up to parents and children, to verify the occurrence of agreement. 8305 questionnaires were analyzed, 1362 of which completed by NDDs and 6943 by controls. Results showed that the presence of a NDD, compared to controls, had a significant impact on: Remote Learning (i.e. subjects with NDDs experienced more difficulties in attending online classes and studying), Sociality (i.e. subjects with NDDs missed their schoolmates less), Scolding (i.e. subjects with NDDs were scolded more often) and Anxiety (i.e. subjects with NDDs were perceived by their parents as more anxious). Substantial agreement between parents and children arose from questions concerning Remote learning, Lifestyle and Scolding. The current study actually points out that having a NDD gives account for a stronger influence on school performance and on behavioral and psychological aspects, during a two months lockdown. Such results may provide useful information to governments and school authorities on how carrying through supportive strategies for youth affected by NDDs.

The Rise of Functional Tic-Like Behaviors: What Do the COVID-19 Pandemic and Social Media Have to Do With It? A Narrative Review

“…However, up to two-thirds of parents or individuals reported worsening of CTD symptoms ( 134 , 135 ). Children with neurodevelopmental disorders, such as CTD, report higher behavioral and psychological impacts of the pandemic compared to peers ( 136 ). The same is true for children with preexisting mental health diagnoses ( 125 ).…”

Impact of COVID-19 on Neuropsychiatric Disorders

“…Neurodevelopmental disorders typically emerge during early-to-middle childhood and may result in functional impairment and/or limitations regarding neuropsychological, cognitive, and adaptive development. Examples of neurodevelopmental disorders include autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), intellectual disabilities, and specific learning disabilities [ 39 ].…”

Distance learning during COVID-19 lockdown: Impact on adolescents with specific learning disorders and their parents

“…Generally, evidence documented that the experience of DL is usually associated with negative consequences in children and adolescents in terms of psychological wellbeing ( 5 – 8 ), learning outcomes and academic consequences ( 9 – 13 ). The findings also highlighted that the presence of associated medical conditions ( 14 , 15 ), disabilities ( 16 , 17 ), or neurodevelopmental disorders ( 18 – 20 ) in children and adolescents has markedly amplified the detrimental effects of DL—probably because of these already existing pre-conditions.…”

“…The move from in-person learning into online DL has also posed additional challenges for families. Evidence generally documented that the experience of DL is usually associated with Considering perceptions of teaching quality, students with SLD seemed to have more difficulties in organizing and carrying out school activities during DL, experiencing a decrease in learning opportunities, greater difficulties in learning organization (e.g., adjusting the rate and time of work to their own need, ease of contact with the lectures), and a lack of support from teachers (20,(27)(28)(29).…”

“…Only a few studies have focused on the impact of DL during the COVID-19 pandemic in students with SLD, particularly with dyslexia, examining the scenario in some European countries such as Italy ( 20 , 26 ), Poland ( 27 ) and Spain ( 28 , 29 ) considering personal and family emotional consequences ( 28 , 29 ), perceptions of teaching quality ( 20 , 27 , 28 ), and consequences on academic achievement ( 26 , 27 ).…”