or copy and paste link if needed https://www.youtube.com/watch?v=y9w6YXfFPk0&t=1s
Moira Wendel, Tessa Ritchie, Maria A. Rogers, Julia A. Ogg, Alecia M. Santuzzi, Elizabeth C. Shelleby & Kellie Menter (2020) The Association Between Child ADHD Symptoms and Changes in Parental Involvement in Kindergarten Children’s Learning During COVID-19, School Psychology Review, 49:4, 466-479, DOI: 10.1080/2372966X.2020.1838233
The coronavirus pandemic 2019 (COVID-19) changed the context of schooling for both parents and their children. Learning at home presents new challenges for parents of young children and particularly for parents of children with behavior difficulties, such as inattention, hyperactivity, and impulsivity. The current study examined changes to parent and child behavior due to COVID-19 among 4- and 5-year-old children and their parents. Changes in attention deficit hyperactivity disorder (ADHD) symptoms and levels of parental involvement in children’s learning were examined. ADHD symptoms were also examined as a moderator of changes in parent involvement. Data were collected prior to COVID-19 and several months after school closures. Results indicated that parents’ ratings of their children’s ADHD symptoms increased from prior to COVID-19 to during COVID-19. There were few changes to parents’ educational involvement; however, parents’ beliefs about their responsibility to be involved in their children’s learning changed differentially according to child gender.
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