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Children and COVID-19 Research Library

UNICEF Innocenti's curated library of COVID-19 + Children research

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31 - 45 of 187
How did autistic children, and their parents, experience school transition during the Covid-19 pandemic?

Aimee Code; Laura Fox; Kathryn Asbury (et al.)

Published: April 2022   Journal: The British Journal of Special Education
Due to the Covid-19 pandemic, the start of the academic year in September 2020 was a unique time for those transitioning to a new school. This study aimed to explore the experiences of parents who supported autistic children making a range of different school transitions in 2020. Semi-structured interviews were carried out with 13 parents of autistic children in the UK, and data were analyzed with reflexive thematic analysis. For some parents, the Covid-19 pandemic negatively impacted on aspects of school transitions. However, other parents expressed the view that these same circumstances created opportunities to approach the school transition in a unique, improved manner. This article sheds light on the heterogeneity of experiences and perceptions of parents of autistic children, and highlights the need to examine the impact of Covid-19 on school transitions, including practices that it may be advantageous to retain.
Parental stress of children with autism spectrum disorder during the Coronavirus pandemic (COVID-19): experience from Serbia.

Aleksandra Djuric-Zdravkovic; Mirjana Japundza-Milisavljevic; Dijana Perovic (et al.)

Published: April 2022   Journal: Fortschritte der Neurologie · Psychiatrie
Taking care of children with autism spectrum disorder (ASD), as of children with other developmental disorders, is associated with greater parental stress. The aim of this study was to determine the prevalence and impact of integrative and co-morbid ASD-related symptoms on parental stress levels during the COVID-19 pandemic at four time points. Testing was performed during significant changes related to the state of the COVID-19 pandemic in Serbia.
Psychosocial and behavioral effects of the COVID-19 pandemic on children and adolescents with autism and their families: overview of the literature and initial data from a multinational online survey

Helene Kreys; Dana Schneider; Andrea Erika Kowallik (et al.)

Published: April 2022   Journal: Healthcare
Since COVID-19 has become a pandemic, everyday life has seen dramatic changes affecting individuals, families, and children with and without autism. Among other things, these changes entail more time at home, digital forms of communication, school closures, and reduced support and intervention. This study assesses the effects of the pandemic on quality of life for school-age autistic and neurotypical children and adolescents. First, it provides a comprehensive review of the current relevant literature. Next, it reports original data from a survey conducted in several countries, assessing activities, well-being, and social life in families with autism, and their changes over time. It focuses on differences between children with and without autism from within the same families, and on different outcomes for children with high- or low-functioning autism.
Associations between social isolation and parenting stress during the first wave of COVID-19 in Italian children with special educational needs

Laura Zampini; Paola Zanchi; Paolo Riva (et al.)

Published: April 2022   Journal: International Journal of Developmental Disabilities
The parents of 413 children with typical development (TD) or special educational needs (SEN) filled in an online survey to investigate the associations between the restrictions introduced to face COVID-19 and parenting stress and parental disciplinary practices. The parents of children with SEN showed a significantly higher stress level than TD children's parents. However, they showed a lower inclination to overreact. In both groups, the parents who feel less supported, feel their needs threatened, and report having a child with more difficulties were more likely to exhibit parenting stress. Data on the associations between COVID-19 restrictions and the stress perceived by parents could help to focus the attention of the public health system on their parents' needs, leading to practices aimed to prevent parenting stress and burnout.
Lessons from United States school district policies and approaches to special education during the COVID-19 pandemic

Melissa E. Mendoza; Timothy F. Brewer; Matthew S. Smith (et al.)

Published: April 2022   Journal: International Journal of Inclusive Education
The COVID-19 pandemic resulted in many school districts in countries around the world transitioning rapidly to partial or complete remote learning. These disruptions affected all children’s education, but students with disabilities (SWDs) were particularly at-risk because of the challenges of providing accessible support and services through remote teaching programmes. This study examines the experience of SWDs in 24 United States school districts of instructional and adaptation models between August 2020 and February 2021. Districts varied in their approaches to remote instruction, compensatory services and prioritising SWDs for returning to the classroom before other students. Districts also varied substantially in the information provided regarding Distance Learning Plans, changes to Individualised Education Programmes and related service delivery.
One school’s management of students with intellectual disabilities during the COVID-19 outbreak in Japan: a study based on interviews with teachers

Yusuke Kusumi; Mitsuaki Tominaga; Hironobu Nagasawa (et al.)

Published: April 2022   Journal: Journal of intellectual disabilities : JOID
This study aimed to elucidate how school employees caring for students with intellectual disabilities managed emergencies caused by the COVID-19 pandemic. It attended to decision-making by school managers as well as the engagement of local teachers in the outcome resolution process. A total of 10 teachers employed in different positions were purposefully selected from a school for students with intellectual disabilities in Osaka, Japan, and interviews were conducted with them via Zoom. The thematic analysis identified six significant premises: sensemaking, emergency responsive organization, high morale, planning through prioritization, risk management, and recovery from adverse incidents. The findings suggest distributed leadership functions to successfully sustain security in educational practices. Additionally, the empirical study consisting of interviews with staff in multiple positions reveals that all of the staff's proactive participation in decision-making and the communication process enabled the school to cope with the pandemic crisis as a united organization.
Supporting children on the autism spectrum as they experience the challenges of COVID-19

Barbara Obst; Megan Roesler; Patricia Fato (et al.)

Published: April 2022   Journal: NASN school nurse
The response to the COVID-19 pandemic has amplified stress and social isolation for many children, but those children living with a diagnosis of autism spectrum disorder (ASD) have been disproportionately affected. Prior to the pandemic, children with ASD often faced social isolation due to struggles with their social communication and social development. Planning for children with ASD to return to community experiences, including school, appointments, and even recreational activities, will require an understanding of the impact of COVID-19 on the child and their family. As the child and family are working to adjust to changes like new routines, sleep patterns, and sensory issues as a result of the pandemic, the pediatric nursing community should be knowledgeable and prepared to develop creative opportunities to meet the needs of this vulnerable population.
Adapting parent-focused interventions for diverse caregivers of children with intellectual and developmental disabilities: Lessons learned during global crises

Sandra B. Vanegas; Ana D. Dueñas; Megan Kunze (et al.)

Published: April 2022   Journal: Journal of Policy and Practice in Intellectual Disabilities
Parent-focused interventions have been designed to provide training and support to caregivers who are essential in achieving positive outcomes for children with intellectual and developmental disabilities (IDD). In 2020, significant crises, including the COVID-19 pandemic and continued racial tensions, profoundly impacted the livelihood of children with IDD and their families. Many ongoing efforts to address disparities among this population were halted temporarily and required further adaptations. Researchers adapted interventions and support to address the disparities impacting children with IDD and their families with limited guidance. This study provides a descriptive case analysis of four parent-focused interventions that responded to the global crises to continue serving children with IDD and their families.
The impact of the COVID-19 school closures on families with children with disabilities: a qualitative analysis

Molly Lipkin; Franci Crepeau-Hobson

Published: April 2022   Journal: Psychology in the Schools
The unprecedented school closures in response to COVID-19 have been associated with a number of negative impacts on students and their families. In addition to these difficulties, parents of students with disabilities are faced with prepandemic stresses and challenges that may be exacerbated by the school closures. This qualitative study aimed to investigate the experiences and struggles of parents of children identified with a disability during the COVID-19 school closures. The 15 participants were parents of children with a range of disabilities, including Autism, Down Syndrome, ADHD, and learning disabilities.
A qualitative examination of the impact of the COVID-19 pandemic on children and adolescents with autism and their parents

Jenna Stadheim; Ashley Johns; Melissa Mitchell (et al.)

Published: April 2022   Journal: Research in Developmental Disabilities

The unprecedented challenges introduced by the Coronavirus disease 2019 (COVID-19) pandemic may be amplified for children with autism spectrum disorder (ASD) and their families. The current study aimed to describe the experiences of children with ASD and their families during the pandemic and to identify the needs of this community during emergency situations.

Tailoring remote special education for children with down syndrome during COVID-19 pandemic in the Philippines

Michael B. Cahapay

Published: April 2022   Journal: International Journal of Developmental Disabilities
Down syndrome is the most common form of intellectual disability. However, there is a paucity of educational research focused on this vulnerable segment of learners especially in the present novel situation. This paper aimed to explore how teachers tailor remote special education for children with down syndrome amid the COVID-19 pandemic in the Philippines. It draws from a phenomenological qualitative study that collected information from online interviews with nine special education teachers handling children with down syndrome.
A pediatrician’s guide to working with children on the autism spectrum in COVID-19 and beyond: retrospect and prospect

Thusa Sabapathy; Megan Goss; Jessie Borelli (et al.)

Published: April 2022   Journal: Advances in Pediatrics
The COVID-19 pandemic is an unprecedented event with observable consequences and devastating effects on children and families. This global occurrence highlighted and broadened gaps and disparities in the care of children with developmental disabilities, while simultaneously catalyzing innovation. Initially not seen as direct victims of the disease, children are inherently vulnerable to the impacts of COVID-19, resulting in increased stress, anxiety, isolation, and health challenges. The impact is further amplified in autistic children and children with other neurodevelopmental considerations. These children are uniquely vulnerable due to communication impairments, comorbid medical disorders, poor adaptability and reliance on therapeutic interventions. Abrupt reduction in services and access to care during the pandemic led to compromised physical and mental health and missed opportunities for intervention at critical times which may have profound consequences further down the road. There are, however, bright spots in this story, as many autistic children demonstrated resilience in their abilities to adapt to these challenges. It is important to examine the effects that the pandemic triggered, address deficiencies and recognize new opportunities to improve systems of care to prepare for unforeseen futures. This review article outlines the impacts of the first year and a half of the pandemic on autistic children and provides tools for professionals, recognizing the ever- evolving nature of the situation.
Mental health of children and adolescents with pre-existing psychiatric and developmental disorders during the first pandemic-related lockdown: a cross-sectional study in Greece

K. Magklara; I. Giannopoulou; K. Kotsis (et al.)

Published: April 2022   Journal: Psychiatry Research Communications
Since the onset of COVID-19 pandemic, concerns have been raised about the effects of the pandemic on youth with pre-existing mental health disorders. The present study aimed to explore change in emotional and behavioral symptoms (mood states) and daily behaviors during the lockdown in a clinical sample of children and adolescents in Greece. A cross-sectional survey, using the CoRonavIrus Health Impact Survey (CRISIS) Questionnaire, was completed by 738 parents of children and adolescents aged 2–18 years attending 12 outpatient child and adolescent mental health services (CAMHS) across four geographical regions in Greece.
Parental factors that confer risk and resilience for remote learning outcomes during the COVID-19 pandemic among children with and without attention-deficit/hyperactivity disorder

Melanie R. Silverman; Jill Stadterman; Danny Lorenzi (et al.)

Published: March 2022   Journal: Journal of attention disorders

This study aims to test whether parental factors including internalizing symptoms, parenting style, and confidence in assisting with remote learning conferred risk/resilience for children with/without ADHD's learning and emotional outcomes during the COVID-19 pandemic. 291 parents of children (ages 6-13; n = 180 males) with (n = 148) and without ADHD completed questionnaires online (April-July 2020).

Life under lockdown for children with autism spectrum disorder: insights from families in South Africa

Skye Nandi Adams; Jaishika Seedat; Joanne Neille

Published: March 2022   Journal: Child

Children with Autism Spectrum Disorder (ASD) remain vulnerable during the Covid-19 outbreak due to significant changes to their daily routines, social interactions and diets. In addition, these challenges may be exacerbated for children living in low- and middle-income countries (LMIC) such as South Africa where there are already barriers such as poverty, access to resources and availability of support. Understanding the impact of the Covid-19 outbreak on children with ASD is imperative in order to create awareness as well as provide equitable services and support to both children with ASD and their families. This study aimed to explore family-reported changes for children with ASD and their reactions and responses to the Covid-19 restrictions in South Africa.

31 - 45 of 187

UNICEF Innocenti's Children and COVID-19 Library is a database collecting research from around the world on COVID-19 and its impacts on children and adolescents.


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