Remote Learning During COVID-19: Examining School Practices, Service Continuation, and Difficulties for Adolescents With and Without Attention-Deficit/Hyperactivity Disorder.
Remote Learning During COVID-19: Examining School Practices, Service Continuation, and Difficulties for Adolescents With and Without Attention-Deficit/Hyperactivity Disorder.
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COVID-19期间的远程学习：检查学校实践，服务延续以及患有或没有注意力缺陷/多动障碍的青少年的困难。
DOI：
10.1016/j.jadohealth.2020.09.002
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发表时间：
2020-12
期刊：
影响因子：
--
通讯作者：
Langberg JM
中科院分区：
文献类型：
--
作者：
Becker SP;Breaux R;Cusick CN;Dvorsky MR;Marsh NP;Sciberras E;Langberg JM
旨在检查患有和不患有 ADHD 的青少年在 COVID-19 大流行期间的远程学习实践和最初居家命令期间的困难。参与者是 238 名年龄在 15.64-17.99 岁的青少年（132 名男性；118 名患有多动症）及其父母。 2020 年 5 月/6 月，美国学校关闭，青少年和家长完成了调查问卷。 22% 的家庭承担了支持远程学习的财务费用，而在 COVID-19 之前获得的校本服务中只有 59% 在 COVID-19 远程学习期间继续进行。与没有多动症的青少年相比，患有多动症的青少年的日常生活较少，远程学习困难也较多。患有多动症的青少年的家长对管理远程学习信心不足，在支持家庭学习和家校沟通方面也遇到更多困难。 31% 参加过个性化教育计划 (IEP) 或接受学术住宿（504 计划）的 ADHD 青少年家长表示远程学习非常具有挑战性，相比之下，没有 IEP/504 计划的 ADHD 青少年家长的比例为 18%，而既没有 ADHD 也没有 IEP/504 计划的青少年家长的这一比例仅为 4%。由于 COVID-19，青少年日常活动较少、负面情绪较高以及注意力更加难以集中，这些因素均与患有 ADHD 的青少年的青少年远程学习困难更大相关。这项研究提供了有关 COVID-19 大流行期间远程学习的性质和影响的初步发现。学校和社区必须向青少年，特别是有心理健康和/或学习困难的青少年及其父母提供必要的支持。 COVID-19 大流行的开始导致学校几乎全部关闭。这项研究描述了美国最初实施居家令时，患有和不患有多动症的青少年的远程学习实践、学校服务的延续、家庭的经济负担以及远程学习的困难。
To examine remote learning practices and difficulties during initial stay-at-home orders during the COVID-19 pandemic in adolescents with and without ADHD. Participants were 238 adolescents (132 males; 118 with ADHD) ages 15.64–17.99 years and their parents. Adolescents and parents completed questionnaires in May/June 2020 when in-person schools were closed in the United States. Twenty-two percent of families incurred financial costs to support remote learning, and only 59% of school-based services received prior to COVID-19 continued during COVID-19 remote learning. Adolescents with ADHD had fewer routines and more remote learning difficulties than adolescents without ADHD. Parents of adolescents with ADHD had less confidence in managing remote learning and more difficulties in supporting home learning and home-school communication. Thirty-one percent of parents of adolescents with ADHD with an Individualized Education Program (IEP) or receiving academic accommodations (504 Plan) reported remote learning to be very challenging, compared to 18% of parents of adolescents with ADHD without an IEP/504 Plan and only 4% of parents of adolescents with neither ADHD nor an IEP/504 Plan. Fewer adolescent routines, higher negative affect, and more difficulty concentrating because of COVID-19 were each associated with greater adolescent remote learning difficulties only in adolescents with ADHD. This study provides initial findings of the nature and impact of remote learning during the COVID-19 pandemic. It is imperative for schools and communities to provide the necessary supports to adolescents, particularly those with mental health and/or learning difficulties, and to their parents. The start of the COVID-19 pandemic included the near-universal closing of schools. This study describes the remote learning practices, continuation of school services, financial burden to families, and remote learning difficulties in adolescents with and without ADHD when initial stay-at-home orders were in place in the United States.
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