The Relationship Between Screen Time and Symptom Severity in Children with ADHD during COVID-19 Lockdown.

OBJECTIVES: To investigate the relationship between screen time and symptom severity in children with ADHD during the COVID-19 lockdown. METHODS: Caregivers of children with ADHD aged 7 to 16 years completed the screen time questionnaire and ADHD rating scales of the SNAP-IV-Thai version during and after the COVID-19 lockdown. The correlation between screen time and ADHD scores was assessed. RESULTS: Of the 90 children, aged 11.31 ± 2.29 years, enrolled, 74.4% were male, 64.4% were in primary school, and 73% had electronic screens in their bedrooms. After adjusting with other factors, recreational screen time, both on weekdays and on weekend days, were positively correlated with ADHD scores (both inattention and hyperactive/impulsive scores). Studying screen time, on the other hand, was not associated with ADHD symptom severity. Compared to during the lockdown, studying screen time decreased after the lockdown, but recreational screen time and ADHD scores were not changed. CONCLUSION: Increasing recreational screen time was associated with worsening ADHD symptoms.

The challenges of screen time in children with typical development and children with developmental disorders during COVID-19 pandemic.

Background: The significant lifestyle changes that occurred during the lockdown period associated with the COVID-19 pandemic may have had many potential adverse effects on children, in particular, sedentary screen exposure among children, including those with developmental disorders. We conducted a cross-sectional study to investigate and compare the screen time and outdoor activity time of children with typically development (TD) and those with developmental disorders during and before the emergence of COVID-19, and identified the risk factors related to screen time during the COVID-19 pandemic. Methods: A total of 496 children were surveyed via online questionnaires. Parents or/and children filled in the online questionnaire, including basic characteristics, screen time, outdoor activity time, and other related factors. The Statistical Product and Service Solutions software was used to analyze all data. Results: Children spent less time outdoors (t=14.774, P<0.001) and more time on electronic screens (t=-14.069, P<0.001) during the lockdown period of COVID-19, compared to the periods before COVID-19. Age (P=0.037), pre-COVID-19 screen time (P=0.005), screen time used for learning/education (P<0.001), screen time of siblings (P=0.007), and use of screen devices as electronic babysitters (P=0.005) were risk factors for screen time during the COVID-19 pandemic, while restrictive use of electronic devices by parents (P<0.05) was a protective factor. The screen time of children with autism spectrum disorder (ASD) or attention deficit hyperactivity disorder (ADHD) was significantly longer than children with TD before COVID-19 pandemic, but there is no statistical difference during the COVID-19 pandemic. Conclusions: During the COVID-19 pandemic, children's screen exposure time increased, and outdoor activities decreased significantly. This represents a significant challenge, and we should focus our efforts on managing children's screen time and promoting healthier lifestyles, including children with typical development, as well as those with developmental disorders.

Students with learning disabilities/attention-deficit/hyperactivity disorder in higher education dealing with remote learning: lessons learned from COVID-19 era.

Introduction: The current study aimed to examine how students with learning disabilities (LD) and/or attention-deficit/hyperactivity disorder (ADHD) adjusted to higher education during the transition to remote learning (RL) in Israel during the COVID-19 pandemic. Methods: The study involved 621 undergraduate students, 330 of whom participated during the COVID-19 pandemic and 291 before the pandemic. Among these students, 198 had been diagnosed with LD and/or ADHD, while 423 had no reported disabilities (control group). Results: Students with LD/ADHD generally had lower adjustment scores during face-to-face learning and RL than the control group. In-depth analyses of four subgroups revealed that students with LD + ADHD reported lower academic, emotional, and institutional adjustments as well as reported lower satisfaction with life during RL than the control group members. ADHD was found to directly predict low satisfaction with life through the mediation of adjustment scores. Discussion: In conclusion, it is recommended that support be provided to high-risk LD/ADHD populations during a crisis. Furthermore, the implication of this study can inform intervention during emergency times.

Investigating the effects of COVID-19 lockdown on Italian children and adolescents with and without neurodevelopmental disorders: a cross-sectional study.

We conducted a cross-sectional study to compare the impact of social distancing and lifestyle changes that occurred during Corona Virus Disease 2019 (COVID-19) lockdown on children and adolescents with and without Neurodevelopmental Disorders (NDDs). An online questionnaire was administered in order to investigate the effects of NDD condition, socio-demographic status, familiar/home environment and COVID-19 exposure on their lives during a two months period of social isolation. We used logistic regression, focusing on five endpoints (remote learning, lifestyle, stress/anxiety, sociality, scolding) to define the extent of these effects. Most questions were paired up to parents and children, to verify the occurrence of agreement. 8305 questionnaires were analyzed, 1362 of which completed by NDDs and 6943 by controls. Results showed that the presence of a NDD, compared to controls, had a significant impact on: Remote Learning (i.e. subjects with NDDs experienced more difficulties in attending online classes and studying), Sociality (i.e. subjects with NDDs missed their schoolmates less), Scolding (i.e. subjects with NDDs were scolded more often) and Anxiety (i.e. subjects with NDDs were perceived by their parents as more anxious). Substantial agreement between parents and children arose from questions concerning Remote learning, Lifestyle and Scolding. The current study actually points out that having a NDD gives account for a stronger influence on school performance and on behavioral and psychological aspects, during a two months lockdown. Such results may provide useful information to governments and school authorities on how carrying through supportive strategies for youth affected by NDDs. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s12144-021-02321-2.

Parent rated bedtime resistance and comorbidity may predict levels of attention among Turkish children diagnosed with ADHD in on-line education classes during the COVID-19 outbreak.

OBJECTIVE: This study aimed to compare the attention levels, of Turkish children and adolescents with Attention Deficit/ Hyperactivity Disorder (ADHD) in on-line education classes with healthy controls. METHODS: This study is a cross-sectional, internet-based, case-control study that recruited 6-18 years old patients diagnosed with ADHD and receving treatment and healthy controls from eight centers. The measurements used in the study were prepared in the google survey and delivered to the participants via Whatsapp application. RESULTS: Within the study period, 510 children with ADHD and 893 controls were enrolled. Parent- rated attention decreased significantly in both groups during on-line education classes due to COVID-19 outbreak (p<0.001; for each). Children and adolescents with ADHD had significantly elevated bedtime resistance, problems in family functioning difficulties than control children according to parental reports (p=0.003; p<0.001; p<0.001, respectively). Furthermore, bedtime resistance and comorbidity significantly predicted attention levels in on-line education. CONCLUSION: Our findings may underline the need to augment student engagement in on-line education both for children without attention problems and those with ADHD. Interventions shown to be effective in the management of sleep difficulties in children as well as parent management interventions should continue during on-line education.

Learning From Recorded Lectures: Perceptions of Students With ADHD.

With the outbreak of the Covid-19 pandemic, education systems worldwide, including higher education institutions, switched to remote learning in various modes, including recordings of lectures and lessons. Learning this way can be especially effective for students with Attention Deficit/Hyperactive Disorder (ADHD) who have difficulties maintaining organization, focus, and concentration. Hence, this qualitative study used semi-structured interviews to examine the perceptions of 12 students with ADHD that studied from recorded lectures from the perspective of the symptoms that define this disorder. Findings showed that learning from recordings of lectures gave students a sense of control over the learning in terms of pace, place, time, and convenience. The research contributes to understanding how to tailor accessible remote learning to students with ADHD.

An Emotional Bias Modification for Children With Attention-Deficit/Hyperactivity Disorder: Co-design Study.

BACKGROUND: Attention-deficit/hyperactivity disorder (ADHD) is one of the common neurodevelopment disorders. Children with ADHD typically have difficulties with emotional regulation. Previous studies have investigated the assessment for underlying emotional biases using the visual probe task. However, one of the significant limitations of the visual probe task is that it is demanding and repetitive over time. Previous studies have examined the use of gamification methods in addressing the limitations of the emotional bias visual probe task. There has also been increased recognition of the potential of participatory action research methods and how it could help to make the conceptualized interventions more relevant. OBJECTIVE: The primary aim of this study was to collate health care professionals' perspectives on the limitations of the existing visual probe task and to determine if gamification elements were viable to be incorporated into an emotional bias modification task. METHODS: A co-design workshop was conducted. Health care professionals from the Department of Development Psychiatry, Institute of Mental Health, Singapore, were invited to participate. Considering the COVID-19 pandemic and the restrictions, a web-based workshop was conducted. There were 3 main phases in the workshops. First, participants were asked to identify limitations and suggest potential methods to overcome some of the identified limitations. Second, participants were shown examples of existing gaming interventions in published literature and commercial stores. They were also asked to comment on the advantages and limitations of these interventions. Finally, participants were asked if gamification techniques would be appropriate. RESULTS: Overall, 4 health care professionals consented and participated. Several limitations were identified regarding the conventional emotional bias intervention. These included the nature of the task parameters, included stimulus set, and factors that could have an impact on the accuracy of responding to the task. After examining the existing ADHD games, participants raised concerns about the evidence base of some of the apps. They articulated that any developed ADHD game ought to identify the specific skill set that was targeted clearly. Regarding gamification strategies, participants preferred economic and performance-based gamification approaches. CONCLUSIONS: This study has managed to elucidate health care professionals' perspectives toward refining a conventional emotional bias intervention for children with ADHD. In view of the repetitiveness of the conventional task, the suggested gamification techniques might help in influencing task adherence and reduce the attrition rates.

Discrepancies in Studies on ADHD and COVID-19 Raise Concerns Regarding the Risks of Stimulant Treatments During an Active Pandemic

Two publications by Merzon and colleagues in the Journal of Attention Disorders (JAD) suggest that attention-deficit hyperactivity disorder (ADHD) increases the risk of COVID-19 infections (2020) and severe outcomes (2021). Adherence to stimulant treatments was recommended to attenuate the spread of the pandemic (2020). The conclusions of these timely studies attracted considerable attention, probably due to their wide-scope implications for the public health. But how valid are they? Furthering our earlier critique published in this journal, the current article outlines seven severe gaps in these publications, including inconsistencies in the definitions and rates of ADHD, inadequate definition for ADHD medications, omissions of crucial information, unsuitable analyses, and unmet declarations regarding conflicts of interests and data availability. In fact, the latter, which constitutes a repeated avoidance of data sharing (up to this day, March 28, 2023), seems to have led the editor-in-chief of JAD to propose the write-up of the current article (which he then judged, after the peer review process, as "worthy of publication," but also that JAD is "not the best placement" of its publication—despite its specific focus on several JAD articles). To complete the picture regarding this burning public health issue, this article also provides a glimpse into the problematic happenings that took place behind the scenes, which included a personal defamation and various stalling tactics, along with an elaborated and fully-referenced response that was sent by the authors of the current article to the reviewers and the editor-in-chief of JAD in real time (Appendix). Together, the discrepancies and problematic ethical conducts that are exposed in the current article suggest that the speculation regarding the link between a neurodevelopmental diagnosis (ADHD) and a respiratory virus (COVID-19) has not been subjected to adequate scientific inquiry. On the contrary, the lack of transparency, the observed gaps, and the existing extensive literature on stimulant-related cardiovascular risks, including the recently published guidelines for starting ADHD medications by one of the authors of the 2021 study, raise concerns regarding the potentially dangerous implications of stimulant use during a global epidemic. [ FROM AUTHOR] Copyright of Ethical Human Psychology & Psychiatry is the property of Springer Publishing Company, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Successful Treatment of Post-COVID-19 ADHD-like Syndrome: A Case Report.

Despite inattention being one of the most common symptoms of Post-COVID-19 Syndrome (PCS), there is a gap in the literature regarding its treatment. This report presents a case of attentional symptoms and fatigue that emerged after the SARS-CoV-2 infection. The symptoms were similar to ADHD in adults, although the 61-year-old patient had never experienced inattention symptoms before. The patient was initially treated with Methylphenidate and then Lisdexamfetamine. Both were adapted to the needs and treatment response presented by the patient. After several changes in the therapeutic regimen, including the addition of Bupropion, the patient achieved remission of his symptoms. This case highlights the importance of treating PCS inattention and fatigue as an ADHD-like syndrome, despite the evident different etiology of symptoms. It would be necessary to replicate these findings to confirm our results, thus benefiting other patients currently affected by this syndrome.

Initial Impact of the COVID-19 Outbreak on ADHD Symptoms Among University Students in Japan.

Objectives: The coronavirus disease 2019 pandemic and its associated societal responses are anticipated to have wide-ranging effects on youth development and mental health. Depression, anxiety, and attention deficit hyperactivity disorder (ADHD) are the three most common mental health problems among university students. Many factors that can threaten mental health during the outbreak affect these three conditions, as well as sleep conditions, in undergraduate students. Thus, determining how these abrupt changes in students' circumstances impact their mental health is very important from a public health perspective. Methods: We investigated the usual conditions and changes in ADHD symptoms during the outbreak, in relation to depressive and sleep-related symptoms among undergraduate students. A total of 252 students, primarily juniors, completed the online survey. Results: The results showed that 12% of the students exceeded the cut-off score of the ADHD questionnaire before the pandemic. Approximately 6%-21% of the university students, especially those with ADHD traits, rated their ADHD behaviors as worse during the outbreak than that before the outbreak. Conclusion: Female students and undergraduates with ADHD traits are more susceptible to experiencing further deterioration of ADHD (inattention) symptoms during the pandemic. In cases where it is difficult to intervene with ADHD symptoms, approaching circadian rhythm or depression will be of considerable clinical use.

Parent Behavior Management Training for Child ADHD Enhanced to Address Health Behaviors: Comparison of Telemedicine "Telegroup" Versus In-Person Delivery.

OBJECTIVE: ADHD is associated with suboptimal health behaviors including physical activity (PA). LEAP is a parent BMT group program enhanced to focus on health behaviors, integrated with mHealth technology. Little is known about implementing BMT via telemedicine "telegroups." METHODS: Children ages 5 to 10 with ADHD and their caregiver wore activity trackers and participated in an 8 to 9 week parent BMT and social media group emphasizing PA, sleep, and screen use. A 7-day child accelerometer-wear and parent and teacher measures were completed pre- and post-group. Groups were in-person prior to the COVID-19 pandemic and in telegroup format during the pandemic. RESULTS: Thirty-three families participated in person and 23 participated via virtual telegroup. Group attendance was superior for telegroup with equivalent satisfaction and skill use. Changes in health behavior and clinical outcomes were equivalent. CONCLUSIONS: LEAP is a feasible and novel BMT intervention that can be delivered in an accessible telegroup format with high participation and acceptability.

Features of attention deficit/hyperactivity disorder and antisocial behaviour in a general population-based sample of adults.

BACKGROUND: Attention deficit/hyperactivity disorder (ADHD) is known to be a risk factor for antisocial and delinquent behaviour, but there is still a lack of information on how features of ADHD relate to offending behaviour among adults not already defined by their offending. AIMS: Our aim was to add to knowledge about relationships between ADHD and antisocial behaviour among adults in the general population by answering the following questions: (A) Does the level of self-reported ADHD features relate to criminal and non-criminal antisocial behaviour? (B) To what extent are self-ratings of ADHD features independent of socio-demographic features previously identified as predictors of antisocial behaviour? METHODS: A sample of adults was originally recruited to study public response to the COVID-19 outbreak through an online panel to be representative of the Israeli population. Among other scales, the 2025 participants completed an ADHD self-report scale, an antisocial behaviour self-report scale and a socio-demographic questionnaire probing for age, gender, urbanity, place of birth, socioeconomic status (education and income), family status (being in a relationship and having children) and religiosity. RESULTS: Higher mean totals for the inattention and hyperactivity ADHD scale scores were associated with higher mean antisocial behaviour scores. These relationships were only slightly affected by socio-demographic variables, including sex, age, education and income. CONCLUSION: Our findings suggest that not only may features of ADHD, even below a diagnostic threshold, constitute a risk factor for antisocial behaviour, but also that the self-rated levels of these problems covary. These findings are important for informing the early detection of risk of antisocial behaviour in the general population and its prevention.

Co-Occurring Physical Health Challenges in Neurodivergent Children and Young People: A Topical Review and Recommendation

Background: Neurodivergence has been established as associated with a significant number of co-occurring physical conditions, particularly for autistic individuals who are at risk for increased pain, hypermobility (including Ehlers-Danlos Syndrome) and gastrointestinal problems. However, data, so far, has been focused on adults and generally limited to discussions of condition prevalence alone. Method(s): The following article will present a topical review of the literature considering evidence for increased physical health concerns within neurodivergent populations, particularly autistic individuals, with a focus on the impact that these physical health concerns may have in an educational setting. Results and discussion: The impact of physical health concerns within neurodivergent populations in an educational setting may be concerning. Such populations may face a range of challenges in obtaining appropriate support for physical conditions. We discuss a number of said challenges including;communication challenges, misattributing physical health symptoms as a part of neurodivergence, and a history of not being believed, which limits symptomatic reporting. We further consider the potential impact these physical health concerns may have on scholastic and social development, such as impacts for attainment and attendance. Furthermore, we provide recommendations for teachers, parents/carers and other allied professionals in young people's lives, on supporting young neurodivergent people with physical health concerns.Copyright © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Parent adherence to psychological evaluation recommendations

A psychological evaluation is often the first step towards intervention for children displaying difficulties associated with ADHD symptoms. The degree to which impairment associated with ADHD can be diminished relies in part on the extent to which patients follow through on recommendations that are provided as part of the psychological evaluation. Currently, there is little research that examines adherence to psychological evaluation recommendations. Two pioneer studies (Dreyer et al., 2010;Mucka et al., 2017) have found support for barriers and level of parent stress in predicting non-adherence to assessment recommendations. The present study expands upon previous research by examining adherence to psychological evaluation recommendations through the Common Sense Model (CSM;Leventhal et al., 1980), which hypothesizes that individuals create cognitive representations of an illness which promote coping behavior. Thirty-five caregiver/child dyads were recruited through an ADHD evaluation clinic and caregivers completed a telephone interview focused on adherence to assessment recommendations approximately 10 to 12 weeks after the evaluation feedback session. It was predicted that caregiver perceptions of child behavior and knowledge about ADHD would be associated with adherence to psychological evaluation recommendations. Results revealed that caregivers reported an average adherence rate of 66.62% to evaluation recommendations. In line with previous research, perceived barriers to recommendations were a significant predictor of adherence to recommendations. There was also a trend for caregiver knowledge about ADHD to be associated with adherence. The most commonly reported barrier was the COVID-19 pandemic. Contrary to hypotheses, caregiver perceptions of stability and child control over behavior were not associated with adherence to recommendations. Results suggest that increasing knowledge of ADHD is one factor that could improve outcomes for children diagnosed with ADHD. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Failure of Healthcare Provision for Attention-Deficit/Hyperactivity Disorder in the United Kingdom: A Consensus Statement.

Background: Despite evidence-based national guidelines for ADHD in the United Kingdom (UK), ADHD is under-identified, under-diagnosed, and under-treated. Many seeking help for ADHD face prejudice, long waiting lists, and patchy or unavailable services, and are turning to service-user support groups and/or private healthcare for help. Methods: A group of UK experts representing clinical and healthcare providers from public and private healthcare, academia, ADHD patient groups, educational, and occupational specialists, met to discuss shortfalls in ADHD service provision in the UK. Discussions explored causes of under-diagnosis, examined biases operating across referral, diagnosis and treatment, together with recommendations for resolving these matters. Results: Cultural and structural barriers operate at all levels of the healthcare system, resulting in a de-prioritization of ADHD. Services for ADHD are insufficient in many regions, and problems with service provision have intensified as a result of the response to the COVID-19 pandemic. Research has established a range of adverse outcomes of untreated ADHD, and associated long-term personal, social, health and economic costs are high. The consensus group called for training of professionals who come into contact with people with ADHD, increased funding, commissioning and monitoring to improve service provision, and streamlined communication between health services to support better outcomes for people with ADHD. Conclusions: Evidence-based national clinical guidelines for ADHD are not being met. People with ADHD should have access to healthcare free from discrimination, and in line with their legal rights. UK Governments and clinical and regulatory bodies must act urgently on this important public health issue.

ADHD Symptoms Increased During the Covid-19 Pandemic: A Meta-Analysis.

OBJECTIVE: Emerging research suggests that the Covid-19 pandemic has disproportionately and adversely affected children with Attention-Deficit/Hyperactivity Disorder (ADHD). The purpose of this meta-analysis is to consolidate the findings from studies that examined changes in ADHD symptoms from before to during the pandemic. METHOD: Database searches of PsycINFO, ERIC, PubMed, and ProQuest were used to identify relevant studies, theses, and dissertations. RESULTS: A total of 18 studies met specific inclusion criteria and were coded based on various study characteristics. Twelve studies examined ADHD symptoms longitudinally and six studies assessed ADHD symptoms retroactively and during the pandemic. Data from 6,491 participants from 10 countries were included. Results indicated that many children and/or their caregivers reported an increase in child ADHD symptoms during the Covid-19 pandemic. CONCLUSIONS: This review points to a global increase in ADHD symptoms and has implications for the prevalence and management of ADHD during the post-pandemic recovery.

Treatment with stimulants and the risk of COVID-19 complications in adults with ADHD.

Adults with attention deficit hyperactivity disorder (ADHD) have shown higher infection rates and worse outcomes from COVID-19. Stimulant medications are prescribed as the first-line treatment for ADHD in adults and mitigate risk of negative ADHD-related health outcomes, but little is known about the association between stimulant medications and COVID-19 outcomes. The objective of this study was to assess the risks of severe COVID-19 outcomes among people with ADHD who were prescribed stimulant medications versus those who were not. This retrospective cohort study used electronic health records in the TriNetX research database. We assessed records of adults with ADHD diagnosed with COVID-19 between January 1, 2020 and June 30, 2021. The stimulant cohort consisted of 28,011 people with at least one stimulant prescription; the unmedicated cohort comprised 42,258 people without prescribed stimulants within 12 months prior to their COVID infection. Multiple logistic regression modeling was utilized to assess the presence of critical care services or death within 30 days after the onset of COVID diagnoses, controlling for patient demographics, and comorbid medical and mental health conditions. The stimulant cohort was less likely to utilize emergency department, hospital, and intensive care services than the unmedicated cohort, and had significantly lower 30-day mortality. Further research, including prospective studies, is needed to confirm and refine these findings.

General Practitioner referrals to Child and Adolescent Mental Health Services: Did they differ during Covid-19?

OBJECTIVES: The COVID pandemic has been associated with poorer mental health in youth. This study aimed to evaluate any change in General Practitioner (GP) referral pattern to Child and Adolescent Mental Health (CAMH) services during the first 10 months of Covid-19 and compare with a similar time frame in 2019. METHODS: All accepted referrals to a CAMH Service in Dublin during the study time frame were reviewed. Referral letters were batch anonymised and clinical data extracted using a study specific proforma for analysis. RESULTS: Referral numbers between the two time periods did not statistically differ. Proportionally more females were referred during the pandemic, increasing to 56.9%, n = 99, compared to 43.1%, n = 75 in 2019 (p = 0.01). Referrals were more often designated by the clinician as urgent during the pandemic (61.3%, n = 98) than before (39%, n = 62, p < 0.001). Referrals outlining self-harm or suicidal ideation increased significantly, from 42.1% (n = 67) to 55.9% (n = 90) (p = 0.014). Referrals for externalising problems fell from 2019 rates; ADHD (21.4%, n = 34 vs 11.1%, n = 18; p = 0.013), ASD (26.4%, n = 42 vs 16.1%, n = 26; p = 0.038) and conduct problems (23.3%, n = 37 vs 7.4%, n = 12; p < 0.001). Although numbers for psychosis in 2019 were low (10.7%, n = 17), these also fell significantly in 2020 (2.5%, n = 4; p < 0.001). DISCUSSION: The finding of reduced referrals for ADHD and ASD has not previously been reported. With concerns regarding educational loss linked to online learning, it is crucial that these youth are not doubly disadvantaged by delayed referral and education decline.

The relationship between academic self-efficacy and class engagement of self-reported LD and ADHD in Israeli undergraduate students during COVID-19

The present study examined the academic self-efficacy (ASE) of undergraduate students with self-reported learning disabilities (LD), attention deficit hyperactivity disorder (ADHD), and comorbid LD + ADHD compared with non-LD/ADHD students at two time points, before the emergence of COVID-19 (pre-COVID) and during the pandemic (COVID-19). It also examined the relationship between ASE and engagement in remote learning (RL) classes during COVID-19. Participants were 621 undergraduate students with self-reported LD/ADHD (198) and without LD/ADHD (423) who were examined before (291) and during (330) the COVID-19 outbreak. First, we compared the ASE of the pre-COVID group vs. the COVID-19 group. This comparison revealed that ASE of all students (self-defined LD/ADHD and non-LD/ADHD) who studied during COVID-19 by RL was lower than that of students before COVID-19. Next, in-depth analyses among COVID-19 four subgroups (i.e., LD, ADHD, LD + ADHD, and students without disabilities) showed that both subgroups of students with ADHD reported lower ASE to cognitive operations than did students without LD/ADHD. In addition, the subgroup of students with ADHD were less engaged in RL classes than were students without LD/ADHD. Higher ASE to cognitive operations and social interactions was related to higher engagement in RL for all students. The results call for postsecondary institutions to increase their academic support of undergraduates with LD, ADHD, or both and to provide guidance in RL. © 2023, Instituto Universitário de Ciências Psicológicas, Sociais e da Vida.

Remote assessment of ADHD in children and adolescents: recommendations from the European ADHD Guidelines Group following the clinical experience during the COVID-19 pandemic.

The COVID-19 pandemic led ADHD services to modify the clinical practice to reduce in-person contact as much as possible to minimise viral spread. This had far-reaching effects on day-to-day clinical practice as remote assessments were widely adopted. Despite the attenuation of the acute threat from COVID, many clinical services are retaining some remote practices. The lack of clear evidence-based guidance about the most appropriate way to conduct remote assessments meant that these changes were typically implemented in a localised, ad hoc, and un-coordinated way. Here, the European ADHD Guidelines Group (EAGG) discusses the strengths and weaknesses of remote assessment methods of children and adolescents with ADHD in a narrative review based on available data and expert opinions to highlight key recommendations for future studies and clinical practice. We conclude that going forward, despite remote working in clinical services functioning adequately during the pandemic, all required components of ADHD assessment should still be completed following national/international guidelines; however, the process may need adaptation. Social restrictions, including changes in education provision, can either mask or exacerbate features associated with ADHD and therefore assessment should carefully chart symptom profile and impairment prior to, as well as during an ongoing pandemic. While remote assessments are valuable in allowing clinical services to continue despite restrictions and may have benefits for routine care in the post-pandemic world, particular attention must be paid to those who may be at high risk but not be able to use/access remote technologies and prioritize these groups for conventional face-to-face assessments.