Your browser doesn't support javascript.
loading
Parental Experiences of Distance Learning in Families with and without an Adolescent with ADHD/ASD: A Large Qualitative Survey Study.
Thorell, Lisa B; Klint Carlander, Anna-Karin; Demetry, Youstina; Marainen, Lisa; Nilsson, Sarah; Skoglund, Charlotte.
Afiliación
  • Thorell LB; Department of Clinical Neuroscience, Karolinska Institutet, 17177 Stockholm, Sweden.
  • Klint Carlander AK; Department of Clinical Sciences at Danderyd, Karolinska Institutet, 17177 Stockholm, Sweden.
  • Demetry Y; Department of Clinical Neuroscience, Karolinska Institutet, 17177 Stockholm, Sweden.
  • Marainen L; Department of Clinical Neuroscience, Karolinska Institutet, 17177 Stockholm, Sweden.
  • Nilsson S; Department of Clinical Neuroscience, Karolinska Institutet, 17177 Stockholm, Sweden.
  • Skoglund C; Department of Women and Child Health, Uppsala University, 75124 Uppsala, Sweden.
Int J Environ Res Public Health ; 21(4)2024 Mar 23.
Article en En | MEDLINE | ID: mdl-38673301
ABSTRACT
One of the greatest COVID-19-related challenges for children and their families was managing distance learning due to school closures. We also know from previous research that families with a child with a neurodevelopmental disorder such as ADHD or ASD were struggling more than others but also experienced some positive effects. However, few qualitative studies have been conducted. The present study therefore aimed to investigate parental experiences of the negative and positive effects of distance learning during the COVID-19 pandemic in a large sample of families with an adolescent with ADHD and/or ASD and a matched comparison group (n = 682). Data were collected through open-ended questions as part of a larger survey study. Five main themes with different sub-themes were identified for both negative and positive effects (1) Teaching, (2) Social, (3) Support, (4) Child factors, and (5) Home environment. In addition, the main theme "Technical problems" was identified for negative effects. Families with a child with ADHD/ASD reported negative effects related to "Child factors" and "Support" more frequently than the controls, as well as negative effects related to some aspects of "Teaching" and "Technical problems". Regarding positive effects, significant group differences were primarily found for the theme "Child factors". These findings are discussed both in terms of how to best prepare for possible future pandemics, but also of how to best provide educational support for children with ADHD and/or ASD when schools are open.
Asunto(s)
Palabras clave
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Padres / Trastorno por Déficit de Atención con Hiperactividad / Educación a Distancia / COVID-19 Límite: Adolescent / Adult / Child / Female / Humans / Male Idioma: En Revista: Int J Environ Res Public Health Año: 2024 Tipo del documento: Article País de afiliación: Suecia Pais de publicación: Suiza
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Padres / Trastorno por Déficit de Atención con Hiperactividad / Educación a Distancia / COVID-19 Límite: Adolescent / Adult / Child / Female / Humans / Male Idioma: En Revista: Int J Environ Res Public Health Año: 2024 Tipo del documento: Article País de afiliación: Suecia Pais de publicación: Suiza