The Impact of School Strategies and the Home Environment on Home Learning Experiences During the COVID-19 Pandemic in Children With and Without Developmental Disorders

Ackerman, B. P., & Brown, E. D. (2010). Physical and psychosocial turmoil in the home and cognitive development. In Chaos and its influence on children’s development: An ecological perspective. (pp. 35–47). American Psychological Association. https://doi.org/10.1037/12057-003

Aelterman, N., Vansteenkiste, M., Van Den Berghe, L., De Meyer, J., & Haerens, L. (2014). Fostering a need-supportive teaching style: Intervention effects on physical education teachers’ beliefs and teaching behaviors. Journal of Sport & Exercise Psychology, 36(6), 595–609. https://doi.org/10.1123/jsep.2013-0229CrossRef

Ahn, J., & McEachin, A. (2017). Student enrollment patterns and achievement in Ohio’s online charter schools. Educational Researcher, 46(1), 44–57. https://doi.org/10.3102/0013189X17692999CrossRef

Aishworiya, R., & Kang, Y. Q. (2021). Including children with developmental disabilities in the equation during this COVID-19 pandemic. Journal of Autism and Developmental Disorders, 51(6), 2155–2158. https://doi.org/10.1007/s10803-020-04670-6CrossRefPubMed

Alfaro, E. C., Umaña-Taylor, A. J., Gonzales-Backen, M. A., Bámaca, M. Y., & Zeiders, K. H. (2009). Latino adolescents’ academic success: The role of discrimination, academic motivation, and gender. Journal of Adolescence, 32(4), 941–962. https://doi.org/10.1016/j.adolescence.2008.08.007CrossRefPubMed

American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th edition). American Psychiatric Association. https://doi.org/10.1176/appi.books.9780890425596

Asbury, K., Fox, L., Deniz, E., Code, A., & Toseeb, U. (2021). How is COVID-19 affecting the mental health of children with special educational needs and disabilities and their families? Journal of Autism and Developmental Disorders, 51(5), 1772–1780. https://doi.org/10.1007/s10803-020-04577-2CrossRefPubMed

Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviours predicting students’ engagement in schoolwork. British Journal of Educational Psychology, 72, 261–278.CrossRefPubMed

Barry, J. G., Yasin, I., & Bishop, D. V. M. (2007). Heritable risk factors associated with language impairments. Genes, Brain and Behavior, 6(1), 66–76. https://doi.org/10.1111/j.1601-183X.2006.00232.xCrossRefPubMed

Barry, T. D., Lyman, R. D., & Klinger, L. G. (2002). Academic underachievement and Attention-Deficit/Hyperactivity Disorder. Journal of School Psychology, 40(3), 259–283. https://doi.org/10.1016/S0022-4405(02)00100-0CrossRef

Baschenis, I. M. C., Farinotti, L., Zavani, E., Grumi, S., Bernasconi, P., Rosso, E., Provenzi, L., Borgatti, R., Termine, C., & Chiappedi, M. (2021). Reading skills of children with dyslexia improved less than expected during the COVID-19 lockdown in Italy. Children, 8(7), 560. https://doi.org/10.3390/children8070560CrossRefPubMedPubMedCentral

Baten, E., & Desoete, A. (2018). Mathematical (dis)abilities within the Opportunity-Propensity Model: The choice of math test matters. Frontiers in Psychology, 9, 667. https://doi.org/10.3389/fpsyg.2018.00667CrossRefPubMedPubMedCentral

Baten, E., Vansteenkiste, M., De Muynck, G.-J., De Poortere, E., & Desoete, A. (2020). How can the blow of math difficulty on elementary school children’s motivational, cognitive, and affective experiences be dampened? The critical role of autonomy-supportive instructions. Journal of Educational Psychology, 112(8), 1490–1505. https://doi.org/10.1037/edu0000444CrossRef

Baumgartner, D., Bryan, T., Donahue, M., & Nelson, C. (1993). Thanks for asking: Parent comments about homework, tests, and grades. Exceptionality, 4(3), 177–185. https://doi.org/10.1207/s15327035ex0403_3CrossRef

Becker, S. P., Breaux, R., Cusick, C. N., Dvorsky, M. R., Marsh, N. P., Sciberras, E., & Langberg, J. M. (2020). Remote learning During COVID-19: Examining school practices, service continuation, and difficulties for adolescents with and without Attention-Deficit/Hyperactivity Disorder. Journal of Adolescent Health, 67(6), 769–777. https://doi.org/10.1016/j.jadohealth.2020.09.002CrossRef

Bentenuto, A., Mazzoni, N., Giannotti, M., Venuti, P., & de Falco, S. (2021). Psychological impact of COVID-19 pandemic in Italian families of children with neurodevelopmental disorders. Research in Developmental Disabilities, 109, 103840. https://doi.org/10.1016/j.ridd.2020.103840CrossRefPubMed

Berkeley, S., & Larsen, A. (2018). Fostering self-regulation of students with learning disabilities: Insights from 30 years of reading comprehension intervention research. Learning Disabilities Research & Practice, 33(2), 75–86. https://doi.org/10.1111/ldrp.12165CrossRef

Blank, R., Barnett, A. L., Cairney, J., Green, D., Kirby, A., Polatajko, H., Rosenblum, S., Smits-Engelsman, B., Sugden, D., Wilson, P., & Vinçon, S. (2019). International clinical practice recommendations on the definition, diagnosis, assessment, intervention, and psychosocial aspects of developmental coordination disorder. Developmental Medicine and Child Neurology, 61(3), 242–285. https://doi.org/10.1111/dmcn.14132CrossRefPubMedPubMedCentral

Brouse, C. H., Basch, C. E., Leblanc, M., McKnight, K. R., & Lei, T. (2010). College students’ academic motivation: Differences by gender, class, and source of payment. College Quarterly, 13(1), 1–10.

Bryan, T., & Burstein, K. (2004). Improving homework completion and academic performance: Lessons from special education. Theory into Practice, 43(3), 213–219. https://doi.org/10.1353/tip.2004.0030CrossRef

Byrnes, J. P. (2020). The potential utility of an opportunity-propensity framework for understanding individual and group differences in developmental outcomes: A retrospective progress report. Developmental Review, 56, 100911. https://doi.org/10.1016/j.dr.2020.100911CrossRef

Byrnes, J. P., & Miller-Cotto, D. (2016). The growth of mathematics and reading skills in segregated and diverse schools: An opportunity-propensity analysis of a national database. Contemporary Educational Psychology, 46, 34–51. https://doi.org/10.1016/j.cedpsych.2016.04.002CrossRef

Byrnes, J. P., & Miller, D. C. (2007). The relative importance of predictors of math and science achievement: An opportunity–propensity analysis. Contemporary Educational Psychology, 32(4), 599–629. https://doi.org/10.1016/j.cedpsych.2006.09.002CrossRef

Byrnes, J. P., & Wasik, B. A. (2009). Factors predictive of mathematics achievement in kindergarten, first and third grades: An opportunity-propensity analysis. Contemporary Educational Psychology, 34(2), 167–183. https://doi.org/10.1016/j.cedpsych.2009.01.002CrossRef

Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., & Zheng, J. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research, 287, 112934. https://doi.org/10.1016/J.PSYCHRES.2020.112934CrossRefPubMedPubMedCentral

Carrington, S., Saggers, B., Webster, A., Harper-Hill, K., & Nickerson, J. (2020). What Universal Design for Learning principles, guidelines, and checkpoints are evident in educators’ descriptions of their practice when supporting students on the autism spectrum? International Journal of Educational Research. https://doi.org/10.1016/j.ijer.2020.101583CrossRef

Chan, R. C. H., & Fung, S. C. (2021). Elevated levels of COVID-19-related stress and mental health problems among parents of children with developmental disorders during the pandemic. Journal of Autism and Developmental Disorders, 2021, 1–12. https://doi.org/10.1007/S10803-021-05004-WCrossRef

Chen, Q., Kong, Y., Gao, W., & Mo, L. (2018). Effects of socioeconomic status, parent–child relationship, and learning motivation on reading ability. Frontiers in Psychology, 9, 1297. https://doi.org/10.3389/fpsyg.2018.01297CrossRefPubMedPubMedCentral

Cheon, S. H., Reeve, J., & Vansteenkiste, M. (2020). When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students. Teaching and Teacher Education, 90, 103004. https://doi.org/10.1016/j.tate.2019.103004CrossRef

Colizzi, M., Sironi, E., Antonini, F., Ciceri, M. L., Bovo, C., & Zoccante, L. (2020). Psychosocial and behavioral impact of COVID-19 in autism spectrum disorder: An online parent survey. Brain Sciences. https://doi.org/10.3390/brainsci10060341CrossRefPubMedPubMedCentral

Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76(1), 1–62. https://doi.org/10.3102/00346543076001001CrossRef

Cooper, H., & Valentine, J. C. (2001). Using research to answer practical questions about homework. Educational Psychologist, 36(3), 143–153. https://doi.org/10.1207/S15326985EP3603_1CrossRef

D’Angiulli, A., Siegel, L. S., & Hertzman, C. (2004). Schooling, socioeconomic context and literacy development. Educational Psychology, 24(6), 867–883. https://doi.org/10.1080/0144341042000271746CrossRef

da Rosa Piccolo, L., Arteche, A. X., Fonseca, R. P., Grassi-Oliveira, R., & Salles, J. F. (2016). Influence of family socioeconomic status on IQ, language, memory and executive functions of Brazilian children. Psicologia: Reflexao e Critica, 29(1), 1–10. https://doi.org/10.1186/s41155-016-0016-xCrossRef

Daley, D., & Birchwood, J. (2010). ADHD and academic performance: Why does ADHD impact on academic performance and what can be done to support ADHD children in the classroom? Child Care: Health and Development, 36(4), 455–464. https://doi.org/10.1111/j.1365-2214.2009.01046.xCrossRefPubMed

De Naeghel, J., Van Keer, H., Vansteenkiste, M., Haerens, L., & Aelterman, N. (2016). Promoting elementary school students’ autonomous reading motivation: Effects of a teacher professional development workshop. The Journal of Educational Research, 109(3), 232–252. https://doi.org/10.1080/00220671.2014.942032CrossRef

De Naeghel, J., Van Keer, H., Vansteenkiste, M., & Rosseel, Y. (2012). The relation between elementary students’ recreational and academic reading motivation, reading frequency, engagement, and comprehension: A self-determination theory perspective. Journal of Educational Psychology, 104(4), 1006–1021. https://doi.org/10.1037/a0027800CrossRef

De Weerdt, F., Desoete, A., & Roeyers, H. (2013). Working memory in children with reading disabilities and/or mathematical disabilities. Journal of Learning Disabilities, 46(5), 461–472. https://doi.org/10.1177/0022219412455238CrossRefPubMed

Desforges, C., & Abouchaar, A. (2003). The impact of parental involvement, parental support and family education on pupil achievements and adjustment: A literature review (Research report 433).

Desoete, A., & Warreyn, P. (2020). Introduction to the special issue: Mathematical abilities in developmental disabilities. Research in Developmental Disabilities, 107, 103805. https://doi.org/10.1016/j.ridd.2020.103805CrossRefPubMed

Dewey, D. (2018). What is comorbidity and why does it matter in neurodevelopmental disorders? Current Developmental Disorders Reports, 5(4), 235–242. https://doi.org/10.1007/s40474-018-0152-3CrossRef

Diamantopoulou, S., Rydell, A. M., Thorell, L. B., & Bohlin, G. (2007). Impact of executive functioning and symptoms of attention deficit hyperactivity disorder on children’s peer relations and school performance. Developmental Neuropsychology, 32(1), 521–542. https://doi.org/10.1080/87565640701360981CrossRefPubMed

Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118, 105440. https://doi.org/10.1016/j.childyouth.2020.105440CrossRefPubMedPubMedCentral

Dowker, A. (2020). Arithmetic in developmental cognitive disabilities. Research in Developmental Disabilities, 107, 103778. https://doi.org/10.1016/j.ridd.2020.103778CrossRefPubMed

Doyle, A. E. (2006). Executive functions in attention-deficit/hyperactivity disorder. Journal of Clinical Psychiatry, 67(8), 21–26.PubMed

Dugdale, A.-S., Thompson, A. R., Leedham, A., Beail, N., & Freeth, M. (2021). Intense connection and love: The experiences of autistic mothers. Autism, 25(7), 1973–1984. https://doi.org/10.1177/13623613211005987CrossRefPubMedPubMedCentral

DuPaul, G. J., & Stoner, G. (2003). ADHD in the schools: Assessment and intervention strategies (2nd ed.). Guilford Press.

Duppong Hurley, K., Lambert, M. C., January, S. A. A., & Huscroft D’Angelo, J. (2017). Confirmatory factor analyses comparing parental involvement frameworks with secondary students. Psychology in the Schools, 54(9), 947–964. https://doi.org/10.1002/PITS.22039CrossRef

Elmer, T., Mepham, K., & Stadtfeld, C. (2020). Students under lockdown: Comparisons of students’ social networks and mental health before and during the COVID-19 crisis in Switzerland. PLoS ONE, 15(7), e0236337. https://doi.org/10.1371/JOURNAL.PONE.0236337CrossRefPubMedPubMedCentral

Enders, C. K., & Bandalos, D. L. (2001). The relative performance of full information maximum likelihood estimation for missing data in structural equation models. Structural Equation Modeling, 8(3), 430–457. https://doi.org/10.1207/S15328007SEM0803_5CrossRef

Engzell, P., Frey, A., & Verhagen, M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. Proceedings of the National Academy of Sciences. https://doi.org/10.1073/PNAS.2022376118CrossRef

Feinstein, L., Symons, J., Feinstein, L., & Symons, J. (1999). Attainment in secondary school. Oxford Economic Papers, 51(2), 300–321.CrossRef

Fitzpatrick, B. R., Berends, M., Ferrare, J. J., & Waddington, R. J. (2020). Virtual illusion: Comparing student achievement and teacher and classroom characteristics in online and brick-and-mortar charter schools. Educational Researcher, 49(3), 161–175. https://doi.org/10.3102/0013189X20909814CrossRef

Forteza-Forteza, D., Rodríguez-Martín, A., Álvarez-Arregui, E., & Álvarez-Hevia, D. M. (2021). Inclusion, dyslexia, emotional state and learning: Perceptions of Ibero-American children with dyslexia and their parents during the COVID-19 lockdown. Sustainability, 13(5), 2739. https://doi.org/10.3390/SU13052739CrossRef

Friedrich, A., Moning, J., Weiss, J., & Schlarb, A. A. (2017). The effects of parental ADHD symptoms on parenting behaviors. Health, 9(7), 1054–1074. https://doi.org/10.4236/health.2017.97077CrossRef

Giusti, L., Mammarella, S., Salza, A., Del Vecchio, S., Ussorio, D., Casacchia, M., & Roncone, R. (2021). Predictors of academic performance during the covid-19 outbreak: impact of distance education on mental health, social cognition and memory abilities in an Italian university student sample. BMC Psychology, 9(1), 1–17. https://doi.org/10.1186/S40359-021-00649-9CrossRef

Gnambs, T., & Hanfstingl, B. (2016). The decline of academic motivation during adolescence: An accelerated longitudinal cohort analysis on the effect of psychological need satisfaction. Educational Psychology, 36(9), 1691–1705. https://doi.org/10.1080/01443410.2015.1113236CrossRef

Gore, J., Fray, L., Miller, A., Harris, J., & Taggart, W. (2021). The impact of COVID-19 on student learning in New South Wales primary schools: An empirical study. The Australian Educational Researcher, 2021, 1–33. https://doi.org/10.1007/S13384-021-00436-WCrossRef

Grigorenko, E. L., Compton, D. L., Fuchs, L. S., Wagner, R. K., Willcutt, E. G., & Fletcher, J. M. (2019). Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. American Psychologist, 75(1), 37. https://doi.org/10.1037/amp0000452CrossRefPubMed

Hammerstein, S., König, C., Dreisörner, T., & Frey, A. (2021). Effects of COVID-19-related school closures on student achievement: A systematic review. Frontiers in Psychology, 12, 4020. https://doi.org/10.3389/fpsyg.2021.746289CrossRef

Harpin, V. A. (2005). The effect of ADHD on the life of an individual, their family, and community from preschool to adult life. Archives of Disease in Childhood. https://doi.org/10.1136/adc.2004.059006CrossRefPubMedPubMedCentral

Harris, A., & Goodall, J. (2008). Do parents know they matter? Engaging all parents in learning. Educational Research, 50(3), 277–289. https://doi.org/10.1080/00131880802309424CrossRef

Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. In Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge Taylor & Francis Group. https://doi.org/10.4324/9780203887332

Haug, N., Geyrhofer, L., Londei, A., Dervic, E., Desvars-Larrive, A., Loreto, V., Pinior, B., Thurner, S., & Klimek, P. (2020). Ranking the effectiveness of worldwide COVID-19 government interventions. Nature Human Behaviour, 4(12), 1303–1312. https://doi.org/10.1038/s41562-020-01009-0CrossRefPubMed

Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740–763. https://doi.org/10.1037/a0015362CrossRefPubMedPubMedCentral

Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children’s education? Review of Educational Research, 67(1), 3. https://doi.org/10.2307/1170618CrossRef

Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118CrossRef

Huemer, S. V., & Mann, V. (2010). A comprehensive profile of decoding and comprehension in autism spectrum disorders. Journal of Autism and Developmental Disorders, 40(4), 485–493. https://doi.org/10.1007/s10803-009-0892-3CrossRefPubMed

Imeraj, L., Antrop, I., Sonuga-Barke, E., Deboutte, D., Deschepper, E., Bal, S., & Roeyers, H. (2013). The impact of instructional context on classroom on-task behavior: A matched comparison of children with ADHD and non-ADHD classmates. Journal of School Psychology, 51(4), 487–498. https://doi.org/10.1016/j.jsp.2013.05.004CrossRefPubMed

Ingersoll, B., & Berger, N. I. (2015). Parent engagement with a telehealth-based parent-mediated intervention program for children with autism spectrum disorders: Predictors of program use and parent outcomes. Journal of Medical Internet Research. https://doi.org/10.2196/jmir.4913CrossRefPubMedPubMedCentral

Jang, H. (2008). Supporting students’ motivation, engagement, and learning during an uninteresting activity. Journal of Educational Psychology, 100(4), 798–811. https://doi.org/10.1037/a0012841CrossRef

Johnston, C., Mash, E. J., Miller, N., & Ninowski, J. E. (2012). Parenting in adults with attention-deficit/hyperactivity disorder (ADHD). In Clinical Psychology Review (Vol. 32, Issue 4, pp. 215–228). Pergamon. https://doi.org/10.1016/j.cpr.2012.01.007

Jokić, C. S., & Whitebread, D. (2010). The role of self-regulatory and metacognitive competence in the motor performance difficulties of children with Developmental Coordination Disorder: A theoretical and empirical review. Educational Psychology Review, 23(1), 75–98. https://doi.org/10.1007/S10648-010-9148-1CrossRef

Karst, J. S., & van Hecke, A. V. (2012). Parent and family impact of Autism Spectrum Disorders: A review and proposed model for intervention evaluation. In Clinical Child and Family Psychology Review (Vol. 15, Issue 3, pp. 247–277). Springer. https://doi.org/10.1007/s10567-012-0119-6

Kaya, M., & Selvitopu, A. (2019). A meta-analysis of the effects of some factors on teachers’ classroom management skills. International Journal of Contemporary Educational Research, 6(2), 409–425. https://doi.org/10.33200/ijcer.621313CrossRef

Kennette, L. N., & Wilson, N. A. (2019). Universal Design for Learning (UDL). Journal of Effective Teaching in Higher Education, 2(1), 1–26. https://doi.org/10.36021/jethe.v2i1.17CrossRef

Klingner, J. K., & Vaughn, S. (1999). Students’ perceptions of instruction in inclusion classrooms: Implications for students with Learning Disabilities. Exceptional Children, 66(1), 23–37. https://doi.org/10.1177/001440299906600102CrossRef

Kong, M. (2021). What COVID-19 means for non-neurotypical children and their families. In Pediatric Research (Vol. 89, Issue 3, pp. 396–397). Springer Nature. https://doi.org/10.1038/s41390-020-0913-7

Korzekwa, P. (2012). Improving homework performance and independence in students with autism spectrum disorders through self-management and parents as interventionists. In Dissertation Abstracts International Section A: Humanities and Social Sciences (Vol. 72, Issues 10-A).

Latzer, I., Leitner, Y., & Karnieli-Miller, O. (2021). Core experiences of parents of children with autism during the COVID-19 pandemic lockdown. Autism, 25(4), 1047–1059. https://doi.org/10.1177/1362361320984317CrossRef

Lee, J.-S., & Bowen, N. K. (2006). Parent involvement, cultural capital, and the achievement gap among elementary school children. American Educational Research Journal, 43(2), 193–218. https://doi.org/10.3102/00028312043002193CrossRef

Lewis, R. W., & Farkas, G. (2017). Using an opportunity-propensity framework to estimate individual-, classroom-, and school-level predictors of middle school science achievement. Contemporary Educational Psychology, 51, 185–197. https://doi.org/10.1016/j.cedpsych.2017.08.003CrossRef

Liu, J., Peng, P., & Luo, L. (2020). The relation between family socioeconomic status and academic achievement in China: A meta-analysis. Educational Psychology Review, 32(1), 49–76. https://doi.org/10.1007/s10648-019-09494-0CrossRef

Loe, I. M., & Feldman, H. M. (2007). Academic and educational outcomes of children with ADHD. Journal of Pediatric Psychology, 32(6), 643–654. https://doi.org/10.1093/jpepsy/jsl054CrossRefPubMed

Logan, S., & Medford, E. (2011). Gender differences in the strength of association between motivation, competency beliefs and reading skill. Educational Research, 53(1), 85–94. https://doi.org/10.1080/00131881.2011.552242CrossRef

Maguire, R., Brunner, R., Stalker, K., & Mitchell, J. (2009). Disabled parents’ involvement in their children’s education: An examination of good practice. http://www.cfbt.com/evidenceforeducation/pdf/4.2500_DPReport_5.pdf.

Maity, S., Sahu, T. N., & Sen, N. (2021). Panoramic view of digital education in COVID-19: A new explored avenue. Review of Education, 9(2), 405–423. https://doi.org/10.1002/REV3.3250CrossRef

Maldonado, J. E., & De Witte, K. (2021). The effect of school closures on standardised student test outcomes. British Educational Research Journal. https://doi.org/10.1002/berj.3754CrossRef

Maríñez-Lora, A. M., & Quintana, S. M. (2009). Low-income urban African American and Latino parents’ school involvement: Testing a theoretical model. School Mental Health, 1(4), 212–228. https://doi.org/10.1007/s12310-009-9015-8CrossRef

Marks, G. N. (2016). The relative effects of socio-economic, demographic, non-cognitive and cognitive influences on student achievement in Australia. Learning and Individual Differences, 49, 1–10. https://doi.org/10.1016/j.lindif.2016.05.012CrossRef

Marks, G. N. (2017). Is SES really that important for educational outcomes in Australia? A review and some recent evidence. Australian Educational Researcher, 44(2), 191–211. https://doi.org/10.1007/s13384-016-0219-2CrossRef

Martin, A. J., & Lazendic, G. (2018). Achievement in large-scale national numeracy assessment: An ecological study of motivation and student, home, and school predictors. Journal of Educational Psychology, 110(4), 465–482. https://doi.org/10.1037/EDU0000231CrossRef

Mercader, J., Miranda, A., Presentación, M. J., Siegenthaler, R., & Rosel, J. F. (2018). Contributions of motivation, early numeracy skills, and executive functioning to mathematical performance. A Longitudinal Study. Frontiers in Psychology, 8, 2375. https://doi.org/10.3389/fpsyg.2017.02375CrossRefPubMedPubMedCentral

Miller, P., Hazan-Liran, B., & Cohen, D. (2019). Does task-irrelevant colour information create extraneous cognitive load? Evidence from a learning task. Quarterly Journal of Experimental Psychology, 72(5), 1155–1163. https://doi.org/10.1177/1747021818781425CrossRef

Montague, M. (2008). Self-regulation strategies to improve mathematical problem solving for students with Learning Disabilities. Learning Disability Quarterly, 31(1), 37–44. https://doi.org/10.2307/30035524CrossRef

Morris, J. (2003). Supporting disabled adults in their parenting role. Joseph Rowntree Foundation. https://www.jrf.org.uk/report/supporting-disabled-adults-their-parenting-role-0.

Mulligan, S. (2001). Classroom strategies used by teachers of students with Attention Deficit Hyperactivity Disorder. Physical & Occupational Therapy in Pediatrics, 20(4), 25–44. https://doi.org/10.1080/j006v20n04_03CrossRef

Murphy, A., Pinkerton, L. M., Bruckner, E., & Risser, H. J. (2021). The impact of the novel Coronavirus Disease 2019 on therapy service delivery for children with disabilities. The Journal of Pediatrics, 231, 168-177.e1. https://doi.org/10.1016/j.jpeds.2020.12.060CrossRefPubMed

Niemiec, C. P., & Coulson, J. C. (2017). Need-supportive parenting and its role in the wellbeing and recovery of individuals: A self-determination theory perspective. Wellbeing, Recovery and Mental Health. https://doi.org/10.1017/9781316339275.025CrossRef

Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133–144. https://doi.org/10.1177/1477878509104318CrossRef

Nonweiler, J., Rattray, F., Baulcomb, J., Happé, F., & Absoud, M. (2020). Prevalence and associated factors of emotional and behavioural difficulties during COVID-19 pandemic in children with neurodevelopmental disorders. Children, 7(9), 128. https://doi.org/10.3390/children7090128CrossRefPubMedPubMedCentral

Olson, R. (2011). Genetic and environmental influences on phonological abilities and reading achievement. In S. A. Brady, D. Braze, & C. A. Fowler (Eds.), New directions in communication disorders research. Explaining individual differences in reading: Theory and evidence (pp. 197–216). Psychology Press.

Owens, M., Stevenson, J., Hadwin, J. A., & Norgate, R. (2012). Anxiety and depression in academic performance: An exploration of the mediating factors of worry and working memory. School Psychology International, 33(4), 433–449. https://doi.org/10.1177/0143034311427433CrossRef

Ozonoff, S., South, M., & Provencal, S. (2007). Executive functions in autism: Theory and practice. In J. M. Pérez, P. M. González, M. Llorente Comí, & C. Nieto (Eds.), New developments in autism: The future is today (pp. 185–213). Jessica Kingsley Publishers.

Park, S., & Holloway, S. D. (2013). No parent left behind: Predicting parental involvement in adolescents’ education within a sociodemographically diverse population. The Journal of Educational Research, 106(2), 105–119. https://doi.org/10.1080/00220671.2012.667012CrossRef

Peng, P., Wang, T., Wang, C., & Lin, X. (2019). A meta-analysis on the relation between fluid intelligence and reading/mathematics: Effects of tasks, age, and social economics status. Psychological Bulletin, 145(2), 189–236. https://doi.org/10.1037/bul0000182CrossRefPubMed

Peterson, R. L., & Pennington, B. F. (2015). Developmental dyslexia. Annual Review of Clinical Psychology, 11, 283–307. https://doi.org/10.1146/annurev-clinpsy-032814-112842CrossRefPubMed

Pieters, S., Desoete, A., Van Waelvelde, H., Vanderswalmen, R., & Roeyers, H. (2012). Mathematical problems in children with developmental coordination disorder. Research in Developmental Disabilities, 33(4), 1128–1135. https://doi.org/10.1016/j.ridd.2012.02.007CrossRefPubMed

Putwain, D. W., Connors, L., & Symes, W. (2010). Do cognitive distortions mediate the test anxiety–examination performance relationship? Educational Psychology, 30(1), 11–26. https://doi.org/10.1080/01443410903328866CrossRef

R Core Team. (2020). R: A language and environment for statistical computing. R Foundation for Statistical Computing. https://www.r-project.org/.

Raggi, V. L., & Chronis, A. M. (2006). Interventions to address the academic impairment of children and adolescents with ADHD. Clinical Child and Family Psychology Review, 9(2), 85–111. https://doi.org/10.1007/s10567-006-0006-0CrossRefPubMed

Rajkumar, R. P. (2020). COVID-19 and mental health: A review of the existing literature. Asian Journal of Psychiatry, 52, 102066. https://doi.org/10.1016/J.AJP.2020.102066CrossRefPubMedPubMedCentral

Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159–175. https://doi.org/10.1080/00461520903028990CrossRef

Reeve, J. (2016). Autonomy-supportive teaching: What it is, how to do it. In Building Autonomous Learners (pp. 129–152). Singapore: Springer. https://doi.org/10.1007/978-981-287-630-0_7

Reeve, J., Jang, H., Hardre, P., & Omura, M. (2002). Providing a rationale in an autonomy-supportive way as a strategy to motivate others during an uninteresting activity. Motivation and Emotion, 26(3), 183–207. https://doi.org/10.1023/A:1021711629417CrossRef

Reich, J., Buttimer, C., Fang, A., Hillaire, G., Hirsch, K., Larke, L., Littenberg-Tobias, J., Moussapour, R. M., Napier, A., Thompson, M., & Slama, R. (2020). Remote learning guidance from state education agencies during the COVID-19 pandemic: A first look. https://doi.org/10.35542/osf.io/437e2

Rodríguez-Hernández, C. F., Cascallar, E., & Kyndt, E. (2020). Socio-economic status and academic performance in higher education: A systematic review. Educational Research Review, 29, 100305. https://doi.org/10.1016/j.edurev.2019.100305CrossRef

Rodríguez-Hidalgo, A. J., Pantaleón, Y., Dios, I., & Falla, D. (2020). Fear of COVID-19, stress, and anxiety in university undergraduate students: A predictive model for depression. Frontiers in Psychology, 11, 3041. https://doi.org/10.3389/fpsyg.2020.591797CrossRef

Rodriguez, A., Järvelin, M. R., Obel, C., Taanila, A., Miettunen, J., Moilanen, I., Henriksen, T. B., Pietiläinen, K., Ebeling, H., Kotimaa, A. J., Linnet, K. M., & Olsen, J. (2007). Do inattention and hyperactivity symptoms equal scholastic impairment? Evidence from three European cohorts. BMC Public Health. https://doi.org/10.1186/1471-2458-7-327CrossRefPubMedPubMedCentral

Rosseel, Y. (2012). Lavaan: An R package for Structural Equation Modeling. Journal of Statistical Software, 48(2), 1–36. https://doi.org/10.18637/jss.v048.i02CrossRef

Rutgers, A. H., Van IJzendoorn, M. H., Bakermans-Kranenburg, M. J., Swinkels, S. H. N., Van Daalen, E., Dietz, C., Naber, F. B. A., Buitelaar, J. K., & Van Engeland, H. (2007). Autism, attachment and parenting: A comparison of children with autism spectrum disorder, mental retardation, language disorder, and non-clinical children. Journal of Abnormal Child Psychology, 35(5), 859–870. https://doi.org/10.1007/s10802-007-9139-yCrossRefPubMed

Ryan, R., & Connell, J. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57(5), 749–761. https://doi.org/10.1037/0022-3514.57.5.749CrossRefPubMed

Ryan, R., & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. The American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68CrossRefPubMed

Ryan, R., & Deci, E. (2017). Self-determination theory. Basic psychological needs in motivation, development and wellness. Guilford Press.CrossRef

Salend, S. J., & Schliff, J. (1989). An examination of the homework practices of teachers of students with learning disabilities. Journal of Learning Disabilities, 22(10), 621–623. https://doi.org/10.1177/002221948902201006CrossRefPubMed

Saravanan, C., Mahmoud, I., Elshami, W., & Taha, M. H. (2020). Knowledge, anxiety, fear, and psychological distress about COVID-19 among university students in the United Arab Emirates. Frontiers in Psychiatry, 11, 1057. https://doi.org/10.3389/fpsyt.2020.582189CrossRef

Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. In Methods of Psychological Research Online (Vol. 8, Issue 2).

Sibley, M. H., Altszuler, A. R., Morrow, A. S., & Merrill, B. M. (2014). Mapping the academic problem behaviors of adolescents with ADHD. School Psychology Quarterly, 29(4), 422–437. https://doi.org/10.1037/spq0000071CrossRefPubMedPubMedCentral

Smith, J., Guimond, F.-A., Bergeron, J., St-Amand, J., Fitzpatrick, C., & Gagnon, M. (2021). Changes in students’ achievement motivation in the context of the COVID-19 pandemic: A function of extraversion/introversion? Education Sciences, 11(1), 30. https://doi.org/10.3390/educsci11010030CrossRef

Snowling, M. J., & Melby-Lervåg, M. (2016). Oral language deficits in familial dyslexia: A meta-analysis and review. Psychological Bulletin, 142(5), 498–545. https://doi.org/10.1037/bul0000037CrossRefPubMedPubMedCentral

Soenens, B., Sierens, E., Vansteenkiste, M., Dochy, F., & Goossens, L. (2012). Psychologically controlling teaching: Examining outcomes, antecedents, and mediators. Journal of Educational Psychology, 104(1), 108–120. https://doi.org/10.1037/a0025742CrossRef

Sonuga-Barke, E. J. S., Daley, D., & Thompson, M. (2002). Does maternal ADHD reduce the effectiveness of parent training for preschool children’s ADHD? Journal of the American Academy of Child and Adolescent Psychiatry, 41(6), 696–702. https://doi.org/10.1097/00004583-200206000-00009CrossRefPubMed

Soriano-Ferrer, M., Morte-Soriano, M. R., Begeny, J., & Piedra-Martínez, E. (2021). Psychoeducational challenges in Spanish children with dyslexia and their parents’ stress during the COVID-19 pandemic. Frontiers in Psychology, 12, 2005. https://doi.org/10.3389/FPSYG.2021.648000CrossRef

St Clair, M. C., Forrest, C. L., Yew, S. G. K., & Gibson, J. L. (2019). Early risk factors and emotional difficulties in children at risk of developmental language disorder: A population cohort study. Journal of Speech, Language, and Hearing Research, 62(8), 2750–2771. https://doi.org/10.1044/2018_JSLHR-L-18-0061CrossRefPubMed

Steingut, R. R., Patall, E. A., & Trimble, S. S. (2017). The effect of rationale provision on motivation and performance outcomes: A meta-analysis. Motivation Science, 3(1), 19–50. https://doi.org/10.1037/mot0000039CrossRef

Tarleton, B., Ward, L., & Howarth, J. (2005). Finding the right support? A review of issues and positive practice in supporting people with learning difficulties and their children. The Baring Foundation.

Thapar, A., Cooper, M., Eyre, O., & Langley, K. (2013). Practitioner review: What have we learnt about the causes of ADHD? Journal of Child Psychology and Psychiatry, 54(1), 3–16. https://doi.org/10.1111/j.1469-7610.2012.02611.xCrossRefPubMed

Theiling, J., & Petermann, F. (2016). Neuropsychological profiles on the WAIS-IV of adults with ADHD. Journal of Attention Disorders, 20(11), 913–924. https://doi.org/10.1177/1087054713518241CrossRefPubMed

Thorell, L. B. (2007). Do delay aversion and executive function deficits make distinct contributions to the functional impact of ADHD symptoms? A study of early academic skill deficits. Journal of Child Psychology and Psychiatry and Allied Disciplines, 48(11), 1061–1070. https://doi.org/10.1111/j.1469-7610.2007.01777.xCrossRefPubMed

Tick, B., Bolton, P., Happé, F., Rutter, M., & Rijsdijk, F. (2016). Heritability of autism spectrum disorders: A meta-analysis of twin studies. Journal of Child Psychology and Psychiatry and Allied Disciplines, 57(5), 585–595. https://doi.org/10.1111/jcpp.12499CrossRefPubMed

Titeca, D., Roeyers, H., Loeys, T., Ceulemans, A., & Desoete, A. (2015). Mathematical abilities in elementary school children with Autism Spectrum Disorder. Infant and Child Development, 24(6), 606–623. https://doi.org/10.1002/icd.1909CrossRef

Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic versus extrinsic goal contents in Self-Determination Theory: Another look at the quality of academic motivation. Educational Psychologist, 41(1), 19–31. https://doi.org/10.1207/s15326985ep4101_4CrossRef

Vansteenkiste, M., Ryan, R. M., & Soenens, B. (2020). Basic psychological need theory: Advancements, critical themes, and future directions. Motivation and Emotion, 44(1), 1–31. https://doi.org/10.1007/s11031-019-09818-1CrossRef

Walker, M., Dewald, A., & Sinnett, S. (2014). The role of modality congruence in the presentation and recognition of task-irrelevant stimuli in dual task paradigms. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society (pp. 1736–1741). Cognitive Science Society.

Wang, A. H., Shen, F., & Byrnes, J. P. (2013). Does the Opportunity-Propensity Framework predict the early mathematics skills of low-income pre-kindergarten children? Contemporary Educational Psychology, 38(3), 259–270. https://doi.org/10.1016/j.cedpsych.2013.04.004CrossRef

White, S. W., Stoppelbein, L., Scott, H., & Spain, D. (2021). It took a pandemic: Perspectives on impact, stress, and telehealth from caregivers of people with autism. Research in Developmental Disabilities, 113, 103938. https://doi.org/10.1016/j.ridd.2021.103938CrossRefPubMedPubMedCentral

WHO. (2020). Coronavirus disease (COVID-19): Situation Report-202. https://www.who.int/docs/default-source/coronaviruse/situation-reports/20200809-covid-19-sitrep-202.pdf?sfvrsn=2c7459f6_2.

Willcutt, E. G., Pennington, B. F., Duncan, L., Smith, S. D., Keenan, J. M., Wadsworth, S., Defries, J. C., & Olson, R. K. (2010). Understanding the complex etiologies of developmental disorders: Behavioral and molecular genetic approaches. Journal of Developmental and Behavioral Pediatrics, 31(7), 533–544. https://doi.org/10.1097/DBP.0b013e3181ef42a1

Xu, J. (2011). Homework completion at the secondary school level: A multilevel analysis. The Journal of Educational Research, 104(3), 171–182. https://doi.org/10.1080/00220671003636752CrossRef

Zaccoletti, S., Camacho, A., Correia, N., Aguiar, C., Mason, L., Alves, R. A., & Daniel, J. R. (2020). Parents’ perceptions of student academic motivation during the COVID-19 lockdown: A cross-country comparison. Frontiers in Psychology. https://doi.org/10.3389/FPSYG.2020.592670CrossRefPubMedPubMedCentral

Zawadka, J., Miękisz, A., Nowakowska, I., Plewko, J., Kochańska, M., & Haman, E. (2021). Remote learning among students with and without reading difficulties during the initial stages of the COVID-19 pandemic. Education and Information Technologies, 2021, 1–22. https://doi.org/10.1007/S10639-021-10559-3CrossRef

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 4/2023

Psychometric Assessment of the Eyberg Child Behavior Inventory in Children with Autism in Community Settings

Case Report: Drawing “IT”—A Neuropsychological Study on Visuospatial Abilities of a Boy with Autism and Drawing Talent

Correction: All Humans Have a ‘Theory of Mind’

Caregiver Insights and Improvement Strategies for Youth with Autism Undergoing Gastrointestinal Endoscopy

Revisiting the Relationship between Cybercrime, Autistic Traits, and Autism

Intention Attribution in Children and Adolescents with Autism Spectrum Disorder: An EEG Study