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NEW SPR 120 Second Summary on the SPR YouTube Channel - ADHD, Kindergarten, Parent Involvement

By Shane Jimerson posted 01-21-2021 13:46

NEW SPR 120 Second Summary on the SPR YouTube Channel
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#SPRBeTheChange    #SPRNextFrontiers    #SPRShowMeTheData

This article describes changes in ADHD symptoms and levels of parental involvement in Kindergarten age children’s learning. The special topic section remains open for submission, so please continue to submit articles that feature adaptations and new directions for the field as related to COVID-19.

or copy and paste link if needed
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.

All authors who have published articles in SPR are invited to prepare a 120 Second Summary using the SPR template and guidelines, email for more information.
These efforts are intended to further disseminate the high-quality scholarship published in SPR and also facilitate bringing this science to practice! #Science2Practice
We welcome feedback from students, practitioners, and faculty regarding these new 120 Second Summaries.
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If you have ideas or insights that will contribute to the future of SPR and the field of school psychology, please send us an email. #SPRBeTheChange

We look forward to further communications.


The SPR Leadership Team


Shane R. Jimerson

University of California, Santa Barbara

Senior Editor

Jamilia J. Blake

Texas A&M University

Senior Editor

Gary L. Canivez

Eastern Illinois University

Senior Editor

Dorothy L. Espelage

University of North Carolina

Senior Editor

Jorge E. Gonzalez

University of Houston

Senior Editor

Amanda L. Sullivan 

University of Minnesota

Senior Editor

Frank C. Worrell

University of California, Berkeley

Associate Editor

Prerna Arora

Columbia University

Associate Editor

Scott L. Graves

The Ohio State University

Associate Editor

Francis L. Huang

University of Missouri

Associate Editor

Stacy-Ann A. January

University of South Florida

Associate Editor

Tyler L. Renshaw

Utah State University

Associate Editor

Samuel Y. Song

University of Nevada, Las Vegas

Associate Editor

Cixin Wang

University of Maryland