Display options
Cite
Baten E, Vlaeminck F, Mués M, et al. The Impact of School Strategies and the Home Environment on Home Learning Experiences During the COVID-19 Pandemic in Children With and Without Developmental Disorders. J Autism Dev Disord. 2022;doi: 10.1007/s10803-021-05383-0.
Baten, E., Vlaeminck, F., Mués, M., Valcke, M., Desoete, A., & Warreyn, P. (2022). The Impact of School Strategies and the Home Environment on Home Learning Experiences During the COVID-19 Pandemic in Children With and Without Developmental Disorders. Journal of autism and developmental disorders, . https://doi.org/10.1007/s10803-021-05383-0
Baten, Elke, et al. "The Impact of School Strategies and the Home Environment on Home Learning Experiences During the COVID-19 Pandemic in Children With and Without Developmental Disorders." Journal of autism and developmental disorders vol. (2022). doi: https://doi.org/10.1007/s10803-021-05383-0
Baten E, Vlaeminck F, Mués M, Valcke M, Desoete A, Warreyn P. The Impact of School Strategies and the Home Environment on Home Learning Experiences During the COVID-19 Pandemic in Children With and Without Developmental Disorders. J Autism Dev Disord. 2022 Jan 11; doi: 10.1007/s10803-021-05383-0. Epub 2022 Jan 11. PMID: 35013867.
Copy Download .nbib Format: NLM
Share it on

J Autism Dev Disord. 2022 Jan 11; doi: 10.1007/s10803-021-05383-0. Epub 2022 Jan 11.

The Impact of School Strategies and the Home Environment on Home Learning Experiences During the COVID-19 Pandemic in Children With and Without Developmental Disorders.

Journal of autism and developmental disorders

Elke Baten, Fieke Vlaeminck, Marjolein Mués, Martin Valcke, Annemie Desoete, Petra Warreyn

Affiliations

  1. Department of Experimental Clinical and Health Psychology, Research in Developmental Disorders Lab, Ghent University, Henri Dunantlaan 2, 9000, Ghent, Belgium. [email protected].
  2. Department of Experimental Clinical and Health Psychology, Research in Developmental Disorders Lab, Ghent University, Henri Dunantlaan 2, 9000, Ghent, Belgium.
  3. Department of Educational Studies, Ghent University, Henri Dunantlaan 2, 9000, Ghent, Belgium.
  4. Artevelde University College, Voetweg 66, 9000, Ghent, Belgium.

PMID: 35013867 DOI: 10.1007/s10803-021-05383-0

Abstract

Using the Opportunity-Propensity Model (Byrnes in Dev Rev 56:100911, 2020; Byrnes & Miller in Contemp Educ Psychol 32(4);599-629, 2007), the current study investigated which factors helped predicting children's home learning experiences during the COVID-19 pandemic, thereby examining differences between children with (DD; n = 779) and without (TD; n = 1443) developmental disorders. MANCOVA results indicated more negative experiences for DD children and their parents. SEM-results revealed the alignment between different teachers and autonomous motivation in children as the most important predictors for the outcome variables. Less predictors were significant for DD as compared to TD children which suggests other factors are at play in the DD group. Limitations, strengths and suggestions for future research are being discussed, together with some implications for classroom practices and remote learning approaches.

© 2021. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

Keywords: COVID-19; Developmental disorders; Opportunity-Propensity Model; Remote learning; School closures

References

  1. Ackerman, B. P., & Brown, E. D. (2010). Physical and psychosocial turmoil in the home and cognitive development. In Chaos and its influence on children’s development: An ecological perspective. (pp. 35–47). American Psychological Association. https://doi.org/10.1037/12057-003 - PubMed
  2. Aelterman, N., Vansteenkiste, M., Van Den Berghe, L., De Meyer, J., & Haerens, L. (2014). Fostering a need-supportive teaching style: Intervention effects on physical education teachers’ beliefs and teaching behaviors. Journal of Sport & Exercise Psychology, 36(6), 595–609. https://doi.org/10.1123/jsep.2013-0229 - PubMed
  3. Ahn, J., & McEachin, A. (2017). Student enrollment patterns and achievement in Ohio’s online charter schools. Educational Researcher, 46(1), 44–57. https://doi.org/10.3102/0013189X17692999 - PubMed
  4. Aishworiya, R., & Kang, Y. Q. (2021). Including children with developmental disabilities in the equation during this COVID-19 pandemic. Journal of Autism and Developmental Disorders, 51(6), 2155–2158. https://doi.org/10.1007/s10803-020-04670-6 - PubMed
  5. Alfaro, E. C., Umaña-Taylor, A. J., Gonzales-Backen, M. A., Bámaca, M. Y., & Zeiders, K. H. (2009). Latino adolescents’ academic success: The role of discrimination, academic motivation, and gender. Journal of Adolescence, 32(4), 941–962. https://doi.org/10.1016/j.adolescence.2008.08.007 - PubMed
  6. American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th edition). American Psychiatric Association. https://doi.org/10.1176/appi.books.9780890425596 - PubMed
  7. Asbury, K., Fox, L., Deniz, E., Code, A., & Toseeb, U. (2021). How is COVID-19 affecting the mental health of children with special educational needs and disabilities and their families? Journal of Autism and Developmental Disorders, 51(5), 1772–1780. https://doi.org/10.1007/s10803-020-04577-2 - PubMed
  8. Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviours predicting students’ engagement in schoolwork. British Journal of Educational Psychology, 72, 261–278. - PubMed
  9. Barry, J. G., Yasin, I., & Bishop, D. V. M. (2007). Heritable risk factors associated with language impairments. Genes, Brain and Behavior, 6(1), 66–76. https://doi.org/10.1111/j.1601-183X.2006.00232.x - PubMed
  10. Barry, T. D., Lyman, R. D., & Klinger, L. G. (2002). Academic underachievement and Attention-Deficit/Hyperactivity Disorder. Journal of School Psychology, 40(3), 259–283. https://doi.org/10.1016/S0022-4405(02)00100-0 - PubMed
  11. Baschenis, I. M. C., Farinotti, L., Zavani, E., Grumi, S., Bernasconi, P., Rosso, E., Provenzi, L., Borgatti, R., Termine, C., & Chiappedi, M. (2021). Reading skills of children with dyslexia improved less than expected during the COVID-19 lockdown in Italy. Children, 8(7), 560. https://doi.org/10.3390/children8070560 - PubMed
  12. Baten, E., & Desoete, A. (2018). Mathematical (dis)abilities within the Opportunity-Propensity Model: The choice of math test matters. Frontiers in Psychology, 9, 667. https://doi.org/10.3389/fpsyg.2018.00667 - PubMed
  13. Baten, E., Vansteenkiste, M., De Muynck, G.-J., De Poortere, E., & Desoete, A. (2020). How can the blow of math difficulty on elementary school children’s motivational, cognitive, and affective experiences be dampened? The critical role of autonomy-supportive instructions. Journal of Educational Psychology, 112(8), 1490–1505. https://doi.org/10.1037/edu0000444 - PubMed
  14. Baumgartner, D., Bryan, T., Donahue, M., & Nelson, C. (1993). Thanks for asking: Parent comments about homework, tests, and grades. Exceptionality, 4(3), 177–185. https://doi.org/10.1207/s15327035ex0403_3 - PubMed
  15. Becker, S. P., Breaux, R., Cusick, C. N., Dvorsky, M. R., Marsh, N. P., Sciberras, E., & Langberg, J. M. (2020). Remote learning During COVID-19: Examining school practices, service continuation, and difficulties for adolescents with and without Attention-Deficit/Hyperactivity Disorder. Journal of Adolescent Health, 67(6), 769–777. https://doi.org/10.1016/j.jadohealth.2020.09.002 - PubMed
  16. Bentenuto, A., Mazzoni, N., Giannotti, M., Venuti, P., & de Falco, S. (2021). Psychological impact of COVID-19 pandemic in Italian families of children with neurodevelopmental disorders. Research in Developmental Disabilities, 109, 103840. https://doi.org/10.1016/j.ridd.2020.103840 - PubMed
  17. Berkeley, S., & Larsen, A. (2018). Fostering self-regulation of students with learning disabilities: Insights from 30 years of reading comprehension intervention research. Learning Disabilities Research & Practice, 33(2), 75–86. https://doi.org/10.1111/ldrp.12165 - PubMed
  18. Blank, R., Barnett, A. L., Cairney, J., Green, D., Kirby, A., Polatajko, H., Rosenblum, S., Smits-Engelsman, B., Sugden, D., Wilson, P., & Vinçon, S. (2019). International clinical practice recommendations on the definition, diagnosis, assessment, intervention, and psychosocial aspects of developmental coordination disorder. Developmental Medicine and Child Neurology, 61(3), 242–285. https://doi.org/10.1111/dmcn.14132 - PubMed
  19. Brouse, C. H., Basch, C. E., Leblanc, M., McKnight, K. R., & Lei, T. (2010). College students’ academic motivation: Differences by gender, class, and source of payment. College Quarterly, 13(1), 1–10. - PubMed
  20. Bryan, T., & Burstein, K. (2004). Improving homework completion and academic performance: Lessons from special education. Theory into Practice, 43(3), 213–219. https://doi.org/10.1353/tip.2004.0030 - PubMed
  21. Byrnes, J. P. (2020). The potential utility of an opportunity-propensity framework for understanding individual and group differences in developmental outcomes: A retrospective progress report. Developmental Review, 56, 100911. https://doi.org/10.1016/j.dr.2020.100911 - PubMed
  22. Byrnes, J. P., & Miller-Cotto, D. (2016). The growth of mathematics and reading skills in segregated and diverse schools: An opportunity-propensity analysis of a national database. Contemporary Educational Psychology, 46, 34–51. https://doi.org/10.1016/j.cedpsych.2016.04.002 - PubMed
  23. Byrnes, J. P., & Miller, D. C. (2007). The relative importance of predictors of math and science achievement: An opportunity–propensity analysis. Contemporary Educational Psychology, 32(4), 599–629. https://doi.org/10.1016/j.cedpsych.2006.09.002 - PubMed
  24. Byrnes, J. P., & Wasik, B. A. (2009). Factors predictive of mathematics achievement in kindergarten, first and third grades: An opportunity-propensity analysis. Contemporary Educational Psychology, 34(2), 167–183. https://doi.org/10.1016/j.cedpsych.2009.01.002 - PubMed
  25. Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., & Zheng, J. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research, 287, 112934. https://doi.org/10.1016/J.PSYCHRES.2020.112934 - PubMed
  26. Carrington, S., Saggers, B., Webster, A., Harper-Hill, K., & Nickerson, J. (2020). What Universal Design for Learning principles, guidelines, and checkpoints are evident in educators’ descriptions of their practice when supporting students on the autism spectrum? International Journal of Educational Research. https://doi.org/10.1016/j.ijer.2020.101583 - PubMed
  27. Chan, R. C. H., & Fung, S. C. (2021). Elevated levels of COVID-19-related stress and mental health problems among parents of children with developmental disorders during the pandemic. Journal of Autism and Developmental Disorders, 2021, 1–12. https://doi.org/10.1007/S10803-021-05004-W - PubMed
  28. Chen, Q., Kong, Y., Gao, W., & Mo, L. (2018). Effects of socioeconomic status, parent–child relationship, and learning motivation on reading ability. Frontiers in Psychology, 9, 1297. https://doi.org/10.3389/fpsyg.2018.01297 - PubMed
  29. Cheon, S. H., Reeve, J., & Vansteenkiste, M. (2020). When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students. Teaching and Teacher Education, 90, 103004. https://doi.org/10.1016/j.tate.2019.103004 - PubMed
  30. Colizzi, M., Sironi, E., Antonini, F., Ciceri, M. L., Bovo, C., & Zoccante, L. (2020). Psychosocial and behavioral impact of COVID-19 in autism spectrum disorder: An online parent survey. Brain Sciences. https://doi.org/10.3390/brainsci10060341 - PubMed
  31. Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76(1), 1–62. https://doi.org/10.3102/00346543076001001 - PubMed
  32. Cooper, H., & Valentine, J. C. (2001). Using research to answer practical questions about homework. Educational Psychologist, 36(3), 143–153. https://doi.org/10.1207/S15326985EP3603_1 - PubMed
  33. D’Angiulli, A., Siegel, L. S., & Hertzman, C. (2004). Schooling, socioeconomic context and literacy development. Educational Psychology, 24(6), 867–883. https://doi.org/10.1080/0144341042000271746 - PubMed
  34. da Rosa Piccolo, L., Arteche, A. X., Fonseca, R. P., Grassi-Oliveira, R., & Salles, J. F. (2016). Influence of family socioeconomic status on IQ, language, memory and executive functions of Brazilian children. Psicologia: Reflexao e Critica, 29(1), 1–10. https://doi.org/10.1186/s41155-016-0016-x - PubMed
  35. Daley, D., & Birchwood, J. (2010). ADHD and academic performance: Why does ADHD impact on academic performance and what can be done to support ADHD children in the classroom? Child Care: Health and Development, 36(4), 455–464. https://doi.org/10.1111/j.1365-2214.2009.01046.x - PubMed
  36. De Naeghel, J., Van Keer, H., Vansteenkiste, M., Haerens, L., & Aelterman, N. (2016). Promoting elementary school students’ autonomous reading motivation: Effects of a teacher professional development workshop. The Journal of Educational Research, 109(3), 232–252. https://doi.org/10.1080/00220671.2014.942032 - PubMed
  37. De Naeghel, J., Van Keer, H., Vansteenkiste, M., & Rosseel, Y. (2012). The relation between elementary students’ recreational and academic reading motivation, reading frequency, engagement, and comprehension: A self-determination theory perspective. Journal of Educational Psychology, 104(4), 1006–1021. https://doi.org/10.1037/a0027800 - PubMed
  38. De Weerdt, F., Desoete, A., & Roeyers, H. (2013). Working memory in children with reading disabilities and/or mathematical disabilities. Journal of Learning Disabilities, 46(5), 461–472. https://doi.org/10.1177/0022219412455238 - PubMed
  39. Desforges, C., & Abouchaar, A. (2003). The impact of parental involvement, parental support and family education on pupil achievements and adjustment: A literature review (Research report 433). - PubMed
  40. Desoete, A., & Warreyn, P. (2020). Introduction to the special issue: Mathematical abilities in developmental disabilities. Research in Developmental Disabilities, 107, 103805. https://doi.org/10.1016/j.ridd.2020.103805 - PubMed
  41. Dewey, D. (2018). What is comorbidity and why does it matter in neurodevelopmental disorders? Current Developmental Disorders Reports, 5(4), 235–242. https://doi.org/10.1007/s40474-018-0152-3 - PubMed
  42. Diamantopoulou, S., Rydell, A. M., Thorell, L. B., & Bohlin, G. (2007). Impact of executive functioning and symptoms of attention deficit hyperactivity disorder on children’s peer relations and school performance. Developmental Neuropsychology, 32(1), 521–542. https://doi.org/10.1080/87565640701360981 - PubMed
  43. Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118, 105440. https://doi.org/10.1016/j.childyouth.2020.105440 - PubMed
  44. Dowker, A. (2020). Arithmetic in developmental cognitive disabilities. Research in Developmental Disabilities, 107, 103778. https://doi.org/10.1016/j.ridd.2020.103778 - PubMed
  45. Doyle, A. E. (2006). Executive functions in attention-deficit/hyperactivity disorder. Journal of Clinical Psychiatry, 67(8), 21–26. - PubMed
  46. Dugdale, A.-S., Thompson, A. R., Leedham, A., Beail, N., & Freeth, M. (2021). Intense connection and love: The experiences of autistic mothers. Autism, 25(7), 1973–1984. https://doi.org/10.1177/13623613211005987 - PubMed
  47. DuPaul, G. J., & Stoner, G. (2003). ADHD in the schools: Assessment and intervention strategies (2nd ed.). Guilford Press. - PubMed
  48. Duppong Hurley, K., Lambert, M. C., January, S. A. A., & Huscroft D’Angelo, J. (2017). Confirmatory factor analyses comparing parental involvement frameworks with secondary students. Psychology in the Schools, 54(9), 947–964. https://doi.org/10.1002/PITS.22039 - PubMed
  49. Elmer, T., Mepham, K., & Stadtfeld, C. (2020). Students under lockdown: Comparisons of students’ social networks and mental health before and during the COVID-19 crisis in Switzerland. PLoS ONE, 15(7), e0236337. https://doi.org/10.1371/JOURNAL.PONE.0236337 - PubMed
  50. Enders, C. K., & Bandalos, D. L. (2001). The relative performance of full information maximum likelihood estimation for missing data in structural equation models. Structural Equation Modeling, 8(3), 430–457. https://doi.org/10.1207/S15328007SEM0803_5 - PubMed
  51. Engzell, P., Frey, A., & Verhagen, M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. Proceedings of the National Academy of Sciences. https://doi.org/10.1073/PNAS.2022376118 - PubMed
  52. Feinstein, L., Symons, J., Feinstein, L., & Symons, J. (1999). Attainment in secondary school. Oxford Economic Papers, 51(2), 300–321. - PubMed
  53. Fitzpatrick, B. R., Berends, M., Ferrare, J. J., & Waddington, R. J. (2020). Virtual illusion: Comparing student achievement and teacher and classroom characteristics in online and brick-and-mortar charter schools. Educational Researcher, 49(3), 161–175. https://doi.org/10.3102/0013189X20909814 - PubMed
  54. Forteza-Forteza, D., Rodríguez-Martín, A., Álvarez-Arregui, E., & Álvarez-Hevia, D. M. (2021). Inclusion, dyslexia, emotional state and learning: Perceptions of Ibero-American children with dyslexia and their parents during the COVID-19 lockdown. Sustainability, 13(5), 2739. https://doi.org/10.3390/SU13052739 - PubMed
  55. Friedrich, A., Moning, J., Weiss, J., & Schlarb, A. A. (2017). The effects of parental ADHD symptoms on parenting behaviors. Health, 9(7), 1054–1074. https://doi.org/10.4236/health.2017.97077 - PubMed
  56. Giusti, L., Mammarella, S., Salza, A., Del Vecchio, S., Ussorio, D., Casacchia, M., & Roncone, R. (2021). Predictors of academic performance during the covid-19 outbreak: impact of distance education on mental health, social cognition and memory abilities in an Italian university student sample. BMC Psychology, 9(1), 1–17. https://doi.org/10.1186/S40359-021-00649-9 - PubMed
  57. Gnambs, T., & Hanfstingl, B. (2016). The decline of academic motivation during adolescence: An accelerated longitudinal cohort analysis on the effect of psychological need satisfaction. Educational Psychology, 36(9), 1691–1705. https://doi.org/10.1080/01443410.2015.1113236 - PubMed
  58. Gore, J., Fray, L., Miller, A., Harris, J., & Taggart, W. (2021). The impact of COVID-19 on student learning in New South Wales primary schools: An empirical study. The Australian Educational Researcher, 2021, 1–33. https://doi.org/10.1007/S13384-021-00436-W - PubMed
  59. Grigorenko, E. L., Compton, D. L., Fuchs, L. S., Wagner, R. K., Willcutt, E. G., & Fletcher, J. M. (2019). Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. American Psychologist, 75(1), 37. https://doi.org/10.1037/amp0000452 - PubMed
  60. Hammerstein, S., König, C., Dreisörner, T., & Frey, A. (2021). Effects of COVID-19-related school closures on student achievement: A systematic review. Frontiers in Psychology, 12, 4020. https://doi.org/10.3389/fpsyg.2021.746289 - PubMed
  61. Harpin, V. A. (2005). The effect of ADHD on the life of an individual, their family, and community from preschool to adult life. Archives of Disease in Childhood. https://doi.org/10.1136/adc.2004.059006 - PubMed
  62. Harris, A., & Goodall, J. (2008). Do parents know they matter? Engaging all parents in learning. Educational Research, 50(3), 277–289. https://doi.org/10.1080/00131880802309424 - PubMed
  63. Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. In Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge Taylor & Francis Group. https://doi.org/10.4324/9780203887332 - PubMed
  64. Haug, N., Geyrhofer, L., Londei, A., Dervic, E., Desvars-Larrive, A., Loreto, V., Pinior, B., Thurner, S., & Klimek, P. (2020). Ranking the effectiveness of worldwide COVID-19 government interventions. Nature Human Behaviour, 4(12), 1303–1312. https://doi.org/10.1038/s41562-020-01009-0 - PubMed
  65. Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740–763. https://doi.org/10.1037/a0015362 - PubMed
  66. Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children’s education? Review of Educational Research, 67(1), 3. https://doi.org/10.2307/1170618 - PubMed
  67. Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118 - PubMed
  68. Huemer, S. V., & Mann, V. (2010). A comprehensive profile of decoding and comprehension in autism spectrum disorders. Journal of Autism and Developmental Disorders, 40(4), 485–493. https://doi.org/10.1007/s10803-009-0892-3 - PubMed
  69. Imeraj, L., Antrop, I., Sonuga-Barke, E., Deboutte, D., Deschepper, E., Bal, S., & Roeyers, H. (2013). The impact of instructional context on classroom on-task behavior: A matched comparison of children with ADHD and non-ADHD classmates. Journal of School Psychology, 51(4), 487–498. https://doi.org/10.1016/j.jsp.2013.05.004 - PubMed
  70. Ingersoll, B., & Berger, N. I. (2015). Parent engagement with a telehealth-based parent-mediated intervention program for children with autism spectrum disorders: Predictors of program use and parent outcomes. Journal of Medical Internet Research. https://doi.org/10.2196/jmir.4913 - PubMed
  71. Jang, H. (2008). Supporting students’ motivation, engagement, and learning during an uninteresting activity. Journal of Educational Psychology, 100(4), 798–811. https://doi.org/10.1037/a0012841 - PubMed
  72. Johnston, C., Mash, E. J., Miller, N., & Ninowski, J. E. (2012). Parenting in adults with attention-deficit/hyperactivity disorder (ADHD). In Clinical Psychology Review (Vol. 32, Issue 4, pp. 215–228). Pergamon. https://doi.org/10.1016/j.cpr.2012.01.007 - PubMed
  73. Jokić, C. S., & Whitebread, D. (2010). The role of self-regulatory and metacognitive competence in the motor performance difficulties of children with Developmental Coordination Disorder: A theoretical and empirical review. Educational Psychology Review, 23(1), 75–98. https://doi.org/10.1007/S10648-010-9148-1 - PubMed
  74. Karst, J. S., & van Hecke, A. V. (2012). Parent and family impact of Autism Spectrum Disorders: A review and proposed model for intervention evaluation. In Clinical Child and Family Psychology Review (Vol. 15, Issue 3, pp. 247–277). Springer. https://doi.org/10.1007/s10567-012-0119-6 - PubMed
  75. Kaya, M., & Selvitopu, A. (2019). A meta-analysis of the effects of some factors on teachers’ classroom management skills. International Journal of Contemporary Educational Research, 6(2), 409–425. https://doi.org/10.33200/ijcer.621313 - PubMed
  76. Kennette, L. N., & Wilson, N. A. (2019). Universal Design for Learning (UDL). Journal of Effective Teaching in Higher Education, 2(1), 1–26. https://doi.org/10.36021/jethe.v2i1.17 - PubMed
  77. Klingner, J. K., & Vaughn, S. (1999). Students’ perceptions of instruction in inclusion classrooms: Implications for students with Learning Disabilities. Exceptional Children, 66(1), 23–37. https://doi.org/10.1177/001440299906600102 - PubMed
  78. Kong, M. (2021). What COVID-19 means for non-neurotypical children and their families. In Pediatric Research (Vol. 89, Issue 3, pp. 396–397). Springer Nature. https://doi.org/10.1038/s41390-020-0913-7 - PubMed
  79. Korzekwa, P. (2012). Improving homework performance and independence in students with autism spectrum disorders through self-management and parents as interventionists. In Dissertation Abstracts International Section A: Humanities and Social Sciences (Vol. 72, Issues 10-A). - PubMed
  80. Latzer, I., Leitner, Y., & Karnieli-Miller, O. (2021). Core experiences of parents of children with autism during the COVID-19 pandemic lockdown. Autism, 25(4), 1047–1059. https://doi.org/10.1177/1362361320984317 - PubMed
  81. Lee, J.-S., & Bowen, N. K. (2006). Parent involvement, cultural capital, and the achievement gap among elementary school children. American Educational Research Journal, 43(2), 193–218. https://doi.org/10.3102/00028312043002193 - PubMed
  82. Lewis, R. W., & Farkas, G. (2017). Using an opportunity-propensity framework to estimate individual-, classroom-, and school-level predictors of middle school science achievement. Contemporary Educational Psychology, 51, 185–197. https://doi.org/10.1016/j.cedpsych.2017.08.003 - PubMed
  83. Liu, J., Peng, P., & Luo, L. (2020). The relation between family socioeconomic status and academic achievement in China: A meta-analysis. Educational Psychology Review, 32(1), 49–76. https://doi.org/10.1007/s10648-019-09494-0 - PubMed
  84. Loe, I. M., & Feldman, H. M. (2007). Academic and educational outcomes of children with ADHD. Journal of Pediatric Psychology, 32(6), 643–654. https://doi.org/10.1093/jpepsy/jsl054 - PubMed
  85. Logan, S., & Medford, E. (2011). Gender differences in the strength of association between motivation, competency beliefs and reading skill. Educational Research, 53(1), 85–94. https://doi.org/10.1080/00131881.2011.552242 - PubMed
  86. Maguire, R., Brunner, R., Stalker, K., & Mitchell, J. (2009). Disabled parents’ involvement in their children’s education: An examination of good practice. http://www.cfbt.com/evidenceforeducation/pdf/4.2500_DPReport_5.pdf . - PubMed
  87. Maity, S., Sahu, T. N., & Sen, N. (2021). Panoramic view of digital education in COVID-19: A new explored avenue. Review of Education, 9(2), 405–423. https://doi.org/10.1002/REV3.3250 - PubMed
  88. Maldonado, J. E., & De Witte, K. (2021). The effect of school closures on standardised student test outcomes. British Educational Research Journal. https://doi.org/10.1002/berj.3754 - PubMed
  89. Maríñez-Lora, A. M., & Quintana, S. M. (2009). Low-income urban African American and Latino parents’ school involvement: Testing a theoretical model. School Mental Health, 1(4), 212–228. https://doi.org/10.1007/s12310-009-9015-8 - PubMed
  90. Marks, G. N. (2016). The relative effects of socio-economic, demographic, non-cognitive and cognitive influences on student achievement in Australia. Learning and Individual Differences, 49, 1–10. https://doi.org/10.1016/j.lindif.2016.05.012 - PubMed
  91. Marks, G. N. (2017). Is SES really that important for educational outcomes in Australia? A review and some recent evidence. Australian Educational Researcher, 44(2), 191–211. https://doi.org/10.1007/s13384-016-0219-2 - PubMed
  92. Martin, A. J., & Lazendic, G. (2018). Achievement in large-scale national numeracy assessment: An ecological study of motivation and student, home, and school predictors. Journal of Educational Psychology, 110(4), 465–482. https://doi.org/10.1037/EDU0000231 - PubMed
  93. Mercader, J., Miranda, A., Presentación, M. J., Siegenthaler, R., & Rosel, J. F. (2018). Contributions of motivation, early numeracy skills, and executive functioning to mathematical performance. A Longitudinal Study. Frontiers in Psychology, 8, 2375. https://doi.org/10.3389/fpsyg.2017.02375 - PubMed
  94. Miller, P., Hazan-Liran, B., & Cohen, D. (2019). Does task-irrelevant colour information create extraneous cognitive load? Evidence from a learning task. Quarterly Journal of Experimental Psychology, 72(5), 1155–1163. https://doi.org/10.1177/1747021818781425 - PubMed
  95. Montague, M. (2008). Self-regulation strategies to improve mathematical problem solving for students with Learning Disabilities. Learning Disability Quarterly, 31(1), 37–44. https://doi.org/10.2307/30035524 - PubMed
  96. Morris, J. (2003). Supporting disabled adults in their parenting role. Joseph Rowntree Foundation. https://www.jrf.org.uk/report/supporting-disabled-adults-their-parenting-role-0 . - PubMed
  97. Mulligan, S. (2001). Classroom strategies used by teachers of students with Attention Deficit Hyperactivity Disorder. Physical & Occupational Therapy in Pediatrics, 20(4), 25–44. https://doi.org/10.1080/j006v20n04_03 - PubMed
  98. Murphy, A., Pinkerton, L. M., Bruckner, E., & Risser, H. J. (2021). The impact of the novel Coronavirus Disease 2019 on therapy service delivery for children with disabilities. The Journal of Pediatrics, 231, 168-177.e1. https://doi.org/10.1016/j.jpeds.2020.12.060 - PubMed
  99. Niemiec, C. P., & Coulson, J. C. (2017). Need-supportive parenting and its role in the wellbeing and recovery of individuals: A self-determination theory perspective. Wellbeing, Recovery and Mental Health. https://doi.org/10.1017/9781316339275.025 - PubMed
  100. Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133–144. https://doi.org/10.1177/1477878509104318 - PubMed
  101. Nonweiler, J., Rattray, F., Baulcomb, J., Happé, F., & Absoud, M. (2020). Prevalence and associated factors of emotional and behavioural difficulties during COVID-19 pandemic in children with neurodevelopmental disorders. Children, 7(9), 128. https://doi.org/10.3390/children7090128 - PubMed
  102. Olson, R. (2011). Genetic and environmental influences on phonological abilities and reading achievement. In S. A. Brady, D. Braze, & C. A. Fowler (Eds.), New directions in communication disorders research. Explaining individual differences in reading: Theory and evidence (pp. 197–216). Psychology Press. - PubMed
  103. Owens, M., Stevenson, J., Hadwin, J. A., & Norgate, R. (2012). Anxiety and depression in academic performance: An exploration of the mediating factors of worry and working memory. School Psychology International, 33(4), 433–449. https://doi.org/10.1177/0143034311427433 - PubMed
  104. Ozonoff, S., South, M., & Provencal, S. (2007). Executive functions in autism: Theory and practice. In J. M. Pérez, P. M. González, M. Llorente Comí, & C. Nieto (Eds.), New developments in autism: The future is today (pp. 185–213). Jessica Kingsley Publishers. - PubMed
  105. Park, S., & Holloway, S. D. (2013). No parent left behind: Predicting parental involvement in adolescents’ education within a sociodemographically diverse population. The Journal of Educational Research, 106(2), 105–119. https://doi.org/10.1080/00220671.2012.667012 - PubMed
  106. Peng, P., Wang, T., Wang, C., & Lin, X. (2019). A meta-analysis on the relation between fluid intelligence and reading/mathematics: Effects of tasks, age, and social economics status. Psychological Bulletin, 145(2), 189–236. https://doi.org/10.1037/bul0000182 - PubMed
  107. Peterson, R. L., & Pennington, B. F. (2015). Developmental dyslexia. Annual Review of Clinical Psychology, 11, 283–307. https://doi.org/10.1146/annurev-clinpsy-032814-112842 - PubMed
  108. Pieters, S., Desoete, A., Van Waelvelde, H., Vanderswalmen, R., & Roeyers, H. (2012). Mathematical problems in children with developmental coordination disorder. Research in Developmental Disabilities, 33(4), 1128–1135. https://doi.org/10.1016/j.ridd.2012.02.007 - PubMed
  109. Putwain, D. W., Connors, L., & Symes, W. (2010). Do cognitive distortions mediate the test anxiety–examination performance relationship? Educational Psychology, 30(1), 11–26. https://doi.org/10.1080/01443410903328866 - PubMed
  110. R Core Team. (2020). R: A language and environment for statistical computing. R Foundation for Statistical Computing. https://www.r-project.org/ . - PubMed
  111. Raggi, V. L., & Chronis, A. M. (2006). Interventions to address the academic impairment of children and adolescents with ADHD. Clinical Child and Family Psychology Review, 9(2), 85–111. https://doi.org/10.1007/s10567-006-0006-0 - PubMed
  112. Rajkumar, R. P. (2020). COVID-19 and mental health: A review of the existing literature. Asian Journal of Psychiatry, 52, 102066. https://doi.org/10.1016/J.AJP.2020.102066 - PubMed
  113. Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159–175. https://doi.org/10.1080/00461520903028990 - PubMed
  114. Reeve, J. (2016). Autonomy-supportive teaching: What it is, how to do it. In Building Autonomous Learners (pp. 129–152). Singapore: Springer. https://doi.org/10.1007/978-981-287-630-0_7 - PubMed
  115. Reeve, J., Jang, H., Hardre, P., & Omura, M. (2002). Providing a rationale in an autonomy-supportive way as a strategy to motivate others during an uninteresting activity. Motivation and Emotion, 26(3), 183–207. https://doi.org/10.1023/A:1021711629417 - PubMed
  116. Reich, J., Buttimer, C., Fang, A., Hillaire, G., Hirsch, K., Larke, L., Littenberg-Tobias, J., Moussapour, R. M., Napier, A., Thompson, M., & Slama, R. (2020). Remote learning guidance from state education agencies during the COVID-19 pandemic: A first look. https://doi.org/10.35542/osf.io/437e2 - PubMed
  117. Rodríguez-Hernández, C. F., Cascallar, E., & Kyndt, E. (2020). Socio-economic status and academic performance in higher education: A systematic review. Educational Research Review, 29, 100305. https://doi.org/10.1016/j.edurev.2019.100305 - PubMed
  118. Rodríguez-Hidalgo, A. J., Pantaleón, Y., Dios, I., & Falla, D. (2020). Fear of COVID-19, stress, and anxiety in university undergraduate students: A predictive model for depression. Frontiers in Psychology, 11, 3041. https://doi.org/10.3389/fpsyg.2020.591797 - PubMed
  119. Rodriguez, A., Järvelin, M. R., Obel, C., Taanila, A., Miettunen, J., Moilanen, I., Henriksen, T. B., Pietiläinen, K., Ebeling, H., Kotimaa, A. J., Linnet, K. M., & Olsen, J. (2007). Do inattention and hyperactivity symptoms equal scholastic impairment? Evidence from three European cohorts. BMC Public Health. https://doi.org/10.1186/1471-2458-7-327 - PubMed
  120. Rosseel, Y. (2012). Lavaan: An R package for Structural Equation Modeling. Journal of Statistical Software, 48(2), 1–36. https://doi.org/10.18637/jss.v048.i02 - PubMed
  121. Rutgers, A. H., Van IJzendoorn, M. H., Bakermans-Kranenburg, M. J., Swinkels, S. H. N., Van Daalen, E., Dietz, C., Naber, F. B. A., Buitelaar, J. K., & Van Engeland, H. (2007). Autism, attachment and parenting: A comparison of children with autism spectrum disorder, mental retardation, language disorder, and non-clinical children. Journal of Abnormal Child Psychology, 35(5), 859–870. https://doi.org/10.1007/s10802-007-9139-y - PubMed
  122. Ryan, R., & Connell, J. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57(5), 749–761. https://doi.org/10.1037/0022-3514.57.5.749 - PubMed
  123. Ryan, R., & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. The American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68 - PubMed
  124. Ryan, R., & Deci, E. (2017). Self-determination theory. Basic psychological needs in motivation, development and wellness. Guilford Press. - PubMed
  125. Salend, S. J., & Schliff, J. (1989). An examination of the homework practices of teachers of students with learning disabilities. Journal of Learning Disabilities, 22(10), 621–623. https://doi.org/10.1177/002221948902201006 - PubMed
  126. Saravanan, C., Mahmoud, I., Elshami, W., & Taha, M. H. (2020). Knowledge, anxiety, fear, and psychological distress about COVID-19 among university students in the United Arab Emirates. Frontiers in Psychiatry, 11, 1057. https://doi.org/10.3389/fpsyt.2020.582189 - PubMed
  127. Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. In Methods of Psychological Research Online (Vol. 8, Issue 2). - PubMed
  128. Sibley, M. H., Altszuler, A. R., Morrow, A. S., & Merrill, B. M. (2014). Mapping the academic problem behaviors of adolescents with ADHD. School Psychology Quarterly, 29(4), 422–437. https://doi.org/10.1037/spq0000071 - PubMed
  129. Smith, J., Guimond, F.-A., Bergeron, J., St-Amand, J., Fitzpatrick, C., & Gagnon, M. (2021). Changes in students’ achievement motivation in the context of the COVID-19 pandemic: A function of extraversion/introversion? Education Sciences, 11(1), 30. https://doi.org/10.3390/educsci11010030 - PubMed
  130. Snowling, M. J., & Melby-Lervåg, M. (2016). Oral language deficits in familial dyslexia: A meta-analysis and review. Psychological Bulletin, 142(5), 498–545. https://doi.org/10.1037/bul0000037 - PubMed
  131. Soenens, B., Sierens, E., Vansteenkiste, M., Dochy, F., & Goossens, L. (2012). Psychologically controlling teaching: Examining outcomes, antecedents, and mediators. Journal of Educational Psychology, 104(1), 108–120. https://doi.org/10.1037/a0025742 - PubMed
  132. Sonuga-Barke, E. J. S., Daley, D., & Thompson, M. (2002). Does maternal ADHD reduce the effectiveness of parent training for preschool children’s ADHD? Journal of the American Academy of Child and Adolescent Psychiatry, 41(6), 696–702. https://doi.org/10.1097/00004583-200206000-00009 - PubMed
  133. Soriano-Ferrer, M., Morte-Soriano, M. R., Begeny, J., & Piedra-Martínez, E. (2021). Psychoeducational challenges in Spanish children with dyslexia and their parents’ stress during the COVID-19 pandemic. Frontiers in Psychology, 12, 2005. https://doi.org/10.3389/FPSYG.2021.648000 - PubMed
  134. St Clair, M. C., Forrest, C. L., Yew, S. G. K., & Gibson, J. L. (2019). Early risk factors and emotional difficulties in children at risk of developmental language disorder: A population cohort study. Journal of Speech, Language, and Hearing Research, 62(8), 2750–2771. https://doi.org/10.1044/2018_JSLHR-L-18-0061 - PubMed
  135. Steingut, R. R., Patall, E. A., & Trimble, S. S. (2017). The effect of rationale provision on motivation and performance outcomes: A meta-analysis. Motivation Science, 3(1), 19–50. https://doi.org/10.1037/mot0000039 - PubMed
  136. Tarleton, B., Ward, L., & Howarth, J. (2005). Finding the right support? A review of issues and positive practice in supporting people with learning difficulties and their children. The Baring Foundation. - PubMed
  137. Thapar, A., Cooper, M., Eyre, O., & Langley, K. (2013). Practitioner review: What have we learnt about the causes of ADHD? Journal of Child Psychology and Psychiatry, 54(1), 3–16. https://doi.org/10.1111/j.1469-7610.2012.02611.x - PubMed
  138. Theiling, J., & Petermann, F. (2016). Neuropsychological profiles on the WAIS-IV of adults with ADHD. Journal of Attention Disorders, 20(11), 913–924. https://doi.org/10.1177/1087054713518241 - PubMed
  139. Thorell, L. B. (2007). Do delay aversion and executive function deficits make distinct contributions to the functional impact of ADHD symptoms? A study of early academic skill deficits. Journal of Child Psychology and Psychiatry and Allied Disciplines, 48(11), 1061–1070. https://doi.org/10.1111/j.1469-7610.2007.01777.x - PubMed
  140. Tick, B., Bolton, P., Happé, F., Rutter, M., & Rijsdijk, F. (2016). Heritability of autism spectrum disorders: A meta-analysis of twin studies. Journal of Child Psychology and Psychiatry and Allied Disciplines, 57(5), 585–595. https://doi.org/10.1111/jcpp.12499 - PubMed
  141. Titeca, D., Roeyers, H., Loeys, T., Ceulemans, A., & Desoete, A. (2015). Mathematical abilities in elementary school children with Autism Spectrum Disorder. Infant and Child Development, 24(6), 606–623. https://doi.org/10.1002/icd.1909 - PubMed
  142. Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic versus extrinsic goal contents in Self-Determination Theory: Another look at the quality of academic motivation. Educational Psychologist, 41(1), 19–31. https://doi.org/10.1207/s15326985ep4101_4 - PubMed
  143. Vansteenkiste, M., Ryan, R. M., & Soenens, B. (2020). Basic psychological need theory: Advancements, critical themes, and future directions. Motivation and Emotion, 44(1), 1–31. https://doi.org/10.1007/s11031-019-09818-1 - PubMed
  144. Walker, M., Dewald, A., & Sinnett, S. (2014). The role of modality congruence in the presentation and recognition of task-irrelevant stimuli in dual task paradigms. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society (pp. 1736–1741). Cognitive Science Society. - PubMed
  145. Wang, A. H., Shen, F., & Byrnes, J. P. (2013). Does the Opportunity-Propensity Framework predict the early mathematics skills of low-income pre-kindergarten children? Contemporary Educational Psychology, 38(3), 259–270. https://doi.org/10.1016/j.cedpsych.2013.04.004 - PubMed
  146. White, S. W., Stoppelbein, L., Scott, H., & Spain, D. (2021). It took a pandemic: Perspectives on impact, stress, and telehealth from caregivers of people with autism. Research in Developmental Disabilities, 113, 103938. https://doi.org/10.1016/j.ridd.2021.103938 - PubMed
  147. WHO. (2020). Coronavirus disease (COVID-19): Situation Report-202. https://www.who.int/docs/default-source/coronaviruse/situation-reports/20200809-covid-19-sitrep-202.pdf?sfvrsn=2c7459f6_2 . - PubMed
  148. Willcutt, E. G., Pennington, B. F., Duncan, L., Smith, S. D., Keenan, J. M., Wadsworth, S., Defries, J. C., & Olson, R. K. (2010). Understanding the complex etiologies of developmental disorders: Behavioral and molecular genetic approaches. Journal of Developmental and Behavioral Pediatrics, 31(7), 533–544. https://doi.org/10.1097/DBP.0b013e3181ef42a1 - PubMed
  149. Xu, J. (2011). Homework completion at the secondary school level: A multilevel analysis. The Journal of Educational Research, 104(3), 171–182. https://doi.org/10.1080/00220671003636752 - PubMed
  150. Zaccoletti, S., Camacho, A., Correia, N., Aguiar, C., Mason, L., Alves, R. A., & Daniel, J. R. (2020). Parents’ perceptions of student academic motivation during the COVID-19 lockdown: A cross-country comparison. Frontiers in Psychology. https://doi.org/10.3389/FPSYG.2020.592670 - PubMed
  151. Zawadka, J., Miękisz, A., Nowakowska, I., Plewko, J., Kochańska, M., & Haman, E. (2021). Remote learning among students with and without reading difficulties during the initial stages of the COVID-19 pandemic. Education and Information Technologies, 2021, 1–22. https://doi.org/10.1007/S10639-021-10559-3 - PubMed

Publication Types

Grant support