Online Learning Performances of Children and Adolescents With Attention Deficit Hyperactivity Disorder During the COVID-19 Pandemic

Abstract

To investigate attention deficit hyperactivity disorder (ADHD) core symptoms that impair executive function (EF), emotional state, learning motivation, and the family and parenting environment of children and adolescents with ADHD, both with and without severe difficulties. This will be explored within an online learning environment during the period of COVID-19 pandemic. A total of 183 ADHD children diagnosed using DSM-V criteria were selected and divided into 2 groups high difficulties during online learning (HDOL) and low difficulties during online learning (LDOL) according to the answer of Home Quarantine Investigation of the Pandemic (HQIP). The participants filled out a set of questionnaires to assess their emotional state and learning motivation, and their parents also filled out the questionnaires about ADHD core symptoms, EF, and family and parenting environment. Compared with ADHD children in the LDOL group, the children in the HDOL group had significant symptoms of inattention, hyperactivity, oppositional defiant, behavioral and emotional problems according to the Swanson, Nolan, and Pelham Rating Scale (SNAP). They also had more severely impaired EF according to the Behavior Rating Inventory of Executive Function (BRIEF), more difficulties and disturbances in the family by the Chinese version of Family Environment Scale (FES-CV), and lower parenting efficacy and satisfaction by Parenting Sense of Competence (PSOC). With regard to the self-rating questionnaires of children and adolescents, the HDOL group reported lower learning motivation according to the Students Learning Motivation Scale (SLMS). By Screening for Child Anxiety-Related Emotional Disorders and Depression Self-Rating Scale for Children (DSRSC), those in HDOL presented more negative emotions. The HDOL group spent significantly more time on both video games and social software per day and significantly less time on multiple activities per week, when compared to those in the LDOL group. This study demonstrated that ADHD children and adolescents with HDOL had more inattention-related behaviors, more severe emotional problems and EF impairment, weaker learning motivation, and poorer family and parenting environment. Meanwhile, digital media use should be supervised and appropriate extracurricular activities should be encouraged by parents and schools.

El aprendizaje de estudiantes con trastorno por déficit de atención e hiperactividad desde las TIC

“…Es así como, en apoyo del docente, se deben delinear en cooperación de los padres, un plan pedagógico de trabajo para mantener en concentración la atención del estudiante con TDHA, por tanto, el uso de los medios digitales debe ser supervisado y los padres y las escuelas deben alentar las actividades extracurriculares apropiadas (He et al 2021).…”

Executive functions and mental health in students during COVID-19 pandemic

“…Recent studies have begun to show the effects of this period on children, revealing impairments in EF development (He et al, 2021;Hendry et al, 2022;Lavigne-Cerván et al, 2021;Nichols, 2022) and impaired mental health (Bilar et at., 2022;Donida et al, 2021;Linhares & Enumo, 2020;da Silva Moreira & Passig da Silva, 2020;Wang et al, 2020). The objective of this research was, therefore, to assess the mental health/behavior problems and the EF abilities of school children from the 3rd to the 5th year of elementary school before and during the pandemic and compare any changes or associations between these variables.…”

Difficulties in Managing Children’s Learning among Caregivers of Children with Attention-Deficit/Hyperactivity Disorder during the COVID-19 Pandemic in Taiwan: Association with Worsened Behavioral and Emotional Symptoms

“…Higher negative affect and greater concentration difficulties because of COVID-19 were significantly associated with greater difficulties in remote learning in adolescents with ADHD, but no such associations were reported in those without ADHD [ 18 ]. Emotional problems [ 26 , 27 ], inattention [ 26 , 27 ], hyperactivity [ 26 ], and ODD symptoms [ 26 ] have been associated with difficulties in remote learning among CADHD during the COVID-19 pandemic [ 27 ].…”

“…However, research has reported that, compared with caregivers of children without ADHD, caregivers of CADHD had a lower level of confidence in managing remote learning and a higher level of difficulties in supporting home learning and home–school communication during the COVID-19 pandemic [ 18 ]. Research has also reported that families of CADHD who experienced difficulties in remote learning often had a negative emotional climate and low parenting efficacy [ 12 , 26 ]. The relationship between worsened ADHD, ODD, and emotional symptoms and caregiver difficulties in managing children’s learning during the COVID-19 pandemic warrants examination.…”

“…Fourth, CADHD exhibited greater digital media use than did those without ADHD during the COVID-19 pandemic [ 30 ]. Research has also reported that CADHD who reported high levels of difficulty in remote learning spent considerably more time playing video games and visiting social networking sites compared with CADHD who reported low levels of difficulty in remote learning [ 26 ]. However, the associations between increased Internet use with caregiver difficulties in managing the home learning of their CADHD and in facilitating attendance at afterschool learning programs have not been investigated.…”