The Short-Term Impact of Remote Instruction on Achievement in Children with ADHD during the COVID-19 Pandemic

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  • Additional Information
    • Availability:
      American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: [email protected]; Web site: http://www.apa.org
    • Peer Reviewed:
      Y
    • Source:
      12
    • Sponsoring Agency:
      Institute of Education Sciences (ED)
    • Contract Number:
      R305A170523
    • Education Level:
      Elementary Education
    • Subject Terms:
      Attention Deficit Hyperactivity Disorder; Attention Deficit Disorders; COVID-19; Pandemics; Comparative Analysis; Academic Achievement; Scores; Videoconferencing; Distance Education; Teaching Methods; Achievement Gains; Internet; Access to Education; Students with Disabilities; Student Characteristics; Children; Intelligence Tests; Teacher Surveys; Teacher Attitudes; Elementary School Students; Rating Scales; Risk
    • Subject Terms:
      New York; Florida
    • Subject Terms:
      Wechsler Intelligence Scale for Children
    • Accession Number:
      10.1037/spq0000474
    • ISSN:
      2578-4218
    • Abstract:
      There is nationwide concern that the abrupt transition to remote instruction in response to the Coronavirus disease (COVID-19) pandemic will have detrimental impacts on student learning. As a uniquely vulnerable group within schools, students with disabilities like attention deficit hyperactivity disorder (ADHD) may be at enhanced risk for these negative outcomes. The present study features a unique examination of achievement scores, collected for two Cohorts (2018-2019, 2019-2020) of students with ADHD. By collecting achievement data in both the fall and spring for each Cohort, direct comparisons between changes in achievement for Cohort One (2018-2019) can be made to those in Cohort Two (2019-2020). Analyses summarized remote learning practices, within-group changes in achievement data over time for Cohort Two, and between-group differences in score changes over time for Cohorts One and Two. Teachers used a variety of remote learning approaches, including videoconferencing and independently completed assignments. Student achievement scores in both Cohorts significantly improved from fall to spring. No significant differences were found in score growth between the Cohorts, indicating that the move to remote instruction did not have a differentially negative impact on Cohort Two. Implications focus on the promise of well-delivered remote instruction, and the need to examine individual factors (such as poor internet access) that may exacerbate the risk of students with disabilities receiving remote instruction.
    • Abstract:
      As Provided
    • IES Funded:
      Yes
    • Publication Date:
      2021
    • Accession Number:
      EJ1311210