The impact of the COVID-19 pandemic on children with autism spectrum disorders

Bellomo, Tiffany; Prasad, Sanjana; Munzer, Tiffany G.; Laventhal, Naomi

doi:10.3233/prm-200740

Cited by 100 publications

(103 citation statements)

References 31 publications

(35 reference statements)

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“…Understandably, given the ever-evolving situation, little is known about the repercussions of COVID-19 and the subsequent lockdown for children diagnosed with ASD. However, the hallmark features of ASD put autistic children at greater risk of being negatively impacted by the COVID-19 pandemic (Bellomo et al 2020). Already experiencing significant deficits in social-communicative behaviours, the resultant lockdown and change to routine may have imparted unique difficulties for autistic children.…”

Section: Introduction Coronavirusmentioning

confidence: 99%

“…Since the onset of the first lockdown in the UK, the required practical aid for the physical, social and educational needs of ASD children has not been reached, or at least not at the level it was pre-pandemic (Narzisi 2020). The very nature of social isolation during the lockdown made immersing autistic children in caring, supportive environments that gently challenged their social development near impossible to do with anyone other than their immediate family members (Bellomo et al 2020). Therefore, the disruption to schools, minimised contact with peers, and reduced faceto-face support may have worsened the social communication challenges already experienced by a larger number of children living with ASD.…”

Section: Introduction Coronavirusmentioning

confidence: 99%

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Parent-reported social-communication changes in children diagnosed with autism spectrum disorder during the COVID-19 pandemic in the UK

Morris

Mills

2021

International Journal of Developmental Disabilities

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Introduction:The coronavirus pandemic has swept across the United Kingdom (UK). Given the ever-evolving situation, little is known about the repercussions of coronavirus and the subsequent lockdowns for children diagnosed with Autism Spectrum Disorder (ASD). Therefore, this study explores the social-communicative impact of the first lockdown (March 2020 -July 2020) in the UK and the return to school period (September 2020 -October 2020), following prolonged disruption to routine, in children diagnosed with ASD. Methods: Parents of autistic children completed 2 separate online surveys following the first lockdown in the UK (n ¼ 176) and also when children returned to school following the summer break (n ¼ 54). Results: The results suggested that self-regulation skills (p < .05) and co-operation skills (p < .05) were most affected over the course of the lockdown. Children's physical activity levels were perceived to significantly increase during the return to school (p < .0001), which was associated with better social-communication outcomes (p < .05). Conclusion: Future work is needed to confirm and explore the findings. Such work could be implemented to protect and improve the social-communicative outcomes of autistic children.

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Section: Introduction Coronavirusmentioning

confidence: 99%

Section: Introduction Coronavirusmentioning

confidence: 99%

Parent-reported social-communication changes in children diagnosed with autism spectrum disorder during the COVID-19 pandemic in the UK

Morris

Mills

2021

International Journal of Developmental Disabilities

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“…The burden caused by COVID-19 is fortunately lower for children; however, the adverse effects of the pandemic are still evident (Song et al, 2020;Bellomo et al, 2020). The physical and psychological wellbeing of children are compromised by a cessation of face-to-face mode in school, social events and routinely health care.…”

Section: Introductionmentioning

confidence: 99%

“…The physical and psychological wellbeing of children are compromised by a cessation of face-to-face mode in school, social events and routinely health care. For those with special educational and health needs, the pandemic is even more disruptive (Bellomo et al, 2020). Moreover, these children with their current health challenges and inability to recognize and follow control measures imposed by the government have an elevated risk compared to typical children of contracting the COVID-19 (Juneja & Gupta, 2020).…”

Section: Introductionmentioning

confidence: 99%

E- Learning

Bustos

Tan

2021

Int J Innov Educ Res

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The Coronavirus Pandemic has brought about vast changes in the lives of people, from daily routines to social interactions. These abrupt changes hugely affected the education system, bringing about initiatives such as online classrooms and asynchronous activities. This scenario is tough for everyone, but it is more challenging to people with special needs and disabilities, particularly those who have Autism Spectrum Disorder and their families. Some mitigating factors that the government has imposed to curb the spread of the virus include social distancing and health protocols, contributing to the struggles faced by the children and their families. With the use of technology, E- Learning has been made possible. Schools help lighten up the load by creating learning management system which acts as a replacement of traditional learning. Aside from children with disabilities, their parents or guardians should also be taught how to use the e-learning platforms for them to be effective partners of the teachers in guiding and nurturing these students. Through the literature review, this paper seeks to analyze the role of the school and the educators in promoting and fostering a culture of inclusivity for children with Autism Spectrum Disorder during the COVID-19 Pandemic outbreak, and to analyze how the Universal Design for Learning success model as an intervention that can support learners with special needs. The paper gives future directions for educators and researchers. Keywords: E-learning, Children with Autism Spectrum Disorder, Inclusion during COVID-19

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“…Children are the most vulnerable and affected groups and so are children with autism spectrum disorder (ASD). 1,2 In many countries, social distancing measures have caused disruption on school- and center-based autism intervention, 3 for example, Italy, 4 the Phillipines, 5 and Vietnam. Some types of remote interventions have been proposed to provide continuous intervention for this group of children.…”

mentioning

confidence: 99%