SwePub
Sök i LIBRIS databas

  Extended search

WFRF:(van der Oord Saskia)
 

Search: WFRF:(van der Oord Saskia) > Distance learning d...

LIBRIS Formathandbok  (Information om MARC21)
FältnamnIndikatorerMetadata
00005566naa a2200589 4500
001oai:DiVA.org:uu-492109
003SwePub
008230131s2022 | |||||||||||000 ||eng|
009oai:prod.swepub.kib.ki.se:151398649
0247 a https://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-4921092 URI
0247 a https://doi.org/10.1186/s13034-022-00540-42 DOI
0247 a http://kipublications.ki.se/Default.aspx?queryparsed=id:1513986492 URI
040 a (SwePub)uud (SwePub)ki
041 a engb eng
042 9 SwePub
072 7a ref2 swepub-contenttype
072 7a art2 swepub-publicationtype
1001 a Thorell, Lisa B.u Karolinska Institutet4 aut
2451 0a Distance learning during the COVID-19 pandemic for children with ADHD and/or ASD :b a European multi-center study examining the role of executive function deficits and age
264 c 2022-12-13
264 1b BioMed Central (BMC),c 2022
338 a electronic2 rdacarrier
520 a Background: One of the COVID-19 pandemic consequences that has affected families the most is school lockdowns. Some studies have shown that distance learning has been especially challenging for families with a child with neurodevelopmental disorders such as ADHD or ASD. However, previous studies have not taken the heterogeneity of these disorders into account. The aim of the present study was therefore to investigate differences between families with a child with ADHD, ASD, or both conditions, and to examine the role of underlying deficits in executive functioning (EF) in both children and parents in relation to negative and positive effects of distance learning. Methods: Survey data assessing both negative and positive experiences of distance learning were collected from parents with a child aged 5-19 years in seven Western European countries: the UK, Germany, Spain, Sweden, the Netherlands, Italy, and Belgium. Altogether, the study included 1010 families with a child with ADHD and/or ASD and an equally large comparison group of families with a child without mental health problems. We included measures of three different types of negative effects (i.e., effects on the child, effects on the parent, and lack of support from school) and positive effects on the family. Results: Results confirmed that families with a child with ADHD, ASD or a combination of ADHD and ASD showed higher levels of both negative and positive effects of distance learning than the comparison group. However, few differences were found between the clinical groups. Group differences were more pronounced for older compared to younger children. Regarding the role of both ADHD/ASD diagnosis and EF deficits, primarily children's EF deficits contributed to high levels of negative effects. Parent EF deficits did not contribute significantly beyond the influence of child EF deficits. Families of children with ADHD/ASD without EF deficits experienced the highest levels of positive effects. Conclusions: School closings during COVID-19 have a major impact on children with EF problems, including children with neurodevelopmental disorders. The present study emphasizes that schools should not focus primarily on whether a student has a neurodevelopmental disorder, but rather provide support based on the student's individual profile of underlying neuropsychological deficits.
650 7a MEDICIN OCH HÄLSOVETENSKAPx Klinisk medicinx Psykiatri0 (SwePub)302152 hsv//swe
650 7a MEDICAL AND HEALTH SCIENCESx Clinical Medicinex Psychiatry0 (SwePub)302152 hsv//eng
650 7a MEDICIN OCH HÄLSOVETENSKAPx Klinisk medicinx Pediatrik0 (SwePub)302212 hsv//swe
650 7a MEDICAL AND HEALTH SCIENCESx Clinical Medicinex Pediatrics0 (SwePub)302212 hsv//eng
653 a Distance learning
653 a COVID-19 pandemic
653 a ADHD
653 a ASD
653 a Executive function deficits
653 a Age
7001 a Fuermaier, Anselm B. M.u Univ Groningen, Groningen, Netherlands.4 aut
7001 a Christiansen, Hannau Philipps Univ, Marburg, Germany.4 aut
7001 a Steinmayr, Ricardau TU Dortmund, Dortmund, Germany.4 aut
7001 a Baeyens, Dieteru Katholieke Univ Leuven, Leuven, Belgium.4 aut
7001 a de la Pena, Almudena Gimenezu Univ Malaga, Malaga, Spain.4 aut
7001 a Groom, Madeleine J.u Univ Nottingham, Nottingham, England.4 aut
7001 a Idrees, Imanu Univ Nottingham, Nottingham, England.4 aut
7001 a van der Oord, Saskiau Katholieke Univ Leuven, Leuven, Belgium.4 aut
7001 a van den Hoofdakker, Barbara J.u Univ Groningen, Univ Med Ctr Groningen, Groningen, Netherlands.;Accare Child Study Ctr, Groningen, Netherlands.4 aut
7001 a Luman, Marjoleinu Univ Padua, Amsterdam Publ Hlth Res Inst, Amsterdam, Italy.4 aut
7001 a Mammarella, Irene C.4 aut
7001 a Skoglund, Charlotteu Uppsala universitet,Institutionen för farmaceutisk biovetenskap,Psykiatri4 aut0 (Swepub:uu)chabo543
7102 a Karolinska Institutetb Univ Groningen, Groningen, Netherlands.4 org
7730 t Child and Adolescent Psychiatry and Mental Healthd : BioMed Central (BMC)g 16:1q 16:1x 1753-2000
8564 u https://doi.org/10.1186/s13034-022-00540-4y Fulltext
8564 u https://uu.diva-portal.org/smash/get/diva2:1732598/FULLTEXT01.pdfx primaryx Raw objecty fulltext:print
8564 8u https://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-492109
8564 8u https://doi.org/10.1186/s13034-022-00540-4
8564 8u http://kipublications.ki.se/Default.aspx?queryparsed=id:151398649

Find in a library

To the university's database

Kungliga biblioteket hanterar dina personuppgifter i enlighet med EU:s dataskyddsförordning (2018), GDPR. Läs mer om hur det funkar här.
Så här hanterar KB dina uppgifter vid användning av denna tjänst.

 
pil uppåt Close

Copy and save the link in order to return to this view