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AUTHOR(S) Yulia Shenderovich; Mark Boyes; Michelle Degli Esposti (et al.)
AUTHOR(S) Aminu T. Abdullahi; Zubaida L. Farouk; Abdulazeez Imam
AUTHOR(S) Angela V. Dahiya; Elizabeth De Lucia; Christina G. McDonnell (et al.)
Screening and diagnostic assessments tools for autism spectrum disorder (ASD) are important to administer during childhood to facilitate timely entry into intervention services that can promote developmental outcomes across the lifespan. However, assessment services are not always readily available to families, as they require significant time and resources. Currently, in-person screening and diagnostic assessments for ASD are limited due to the COVID-19 pandemic and will continue to be a concern for situations that limit in-person contact. Thus, it is important to expand the modalities in which child assessments are provided, including the use of technology. This systematic review aims to identify technologies that screen or assess for ASD in 0–12 year-old children, summarizing the current state of the field and suggesting future directions.
AUTHOR(S) Reo Takaku; Izumi Yokoyama
AUTHOR(S) Kunal Chaturvedi; Dinesh Kumar Vishwakarma; Nidhi Singh
AUTHOR(S) Seung Eun McDevitt
In the wake of the COVID-19 outbreak, already limited services and resources for families of children with autism spectrum disorder (ASD) in China became even more scarce. This qualitative case study highlights one online parent education and training (PET) program developed during the pandemic to offer home-intervention strategies to parents of children with ASD in mainland China. This exploratory study sought to examine the emic perspectives of the trainers and parents who participated in the 12-week intensive training program while considering the cultural context in China and the transnational, remote nature of the program.
AUTHOR(S) Michael Teik Chung Lim; Mahesh Babu Ramamurthy; Ramkumar Aishworiya (et al.)
AUTHOR(S) Rachel Ollivier; Megan Aston; Sheri Price (et al.)
The COVID-19 pandemic has resulted in an unprecedented situation for new parents, with public health orders greatly affecting daily life as well as various aspects of parenting and new parent wellbeing. To understand the impact of the COVID-19 pandemic on mothers/parents across Nova Scotia who are caring for a child 0-12 months of age. This study utilized an online qualitative survey to collect data. Feminist poststructuralism and discourse analysis guided the analysis and discussion.
AUTHOR(S) Sarah Bompard; Tommaso Liuzzi; Susanna Staccioli
AUTHOR(S) Chiro Islam Mallik; Rifat Binte Radwan
AUTHOR(S) Purnima K. Jindal; Manoj Kumar Suryawanshi; Rajeev Kumar
AUTHOR(S) Gülendam Akgül; Derya Atalan Ergin
AUTHOR(S) Laura M. Glynn; Elysia Poggi Davis; Joan L. Luby (et al.)
Information about the adverse effects of the COVID-19 pandemic on adolescent and adult mental health is growing, yet the impacts on preschool children are only emerging. Importantly, environmental factors that augment or protect from the multidimensional and stressful influences of the pandemic on emotional development of young children are poorly understood. Depressive symptoms in 169 preschool children (mean age 4.1 years) were assessed with the Preschool Feelings Checklist during a state-wide stay-at-home order in Southern California. Mothers (46% Latinx) also reported on externalizing behaviors with the Strengths & Difficulties Questionnaire. To assess the role of environmental factors in child mental health we examined household income, food insecurity, parental essential worker status and loss of parental job, as well as preservation of the structure of children's daily experiences with the Family Routines Inventory.
AUTHOR(S) Saralyn C. Ruff; Deanna Linville
AUTHOR(S) M. G. Melegari; M. Giallonardo; R. Sacco (et al.)
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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COVID-19 & Children: Rapid Research Response