Adolescents with ADHD had more difficulties with the transition to remote learning during the COVID-19 pandemic than adolescents who do not suffer from ADHD.
Parents of adolescents with ADHD had less confidence in remote learning practices than parents of children without ADHD. High levels of parent confidence in remote learning practices were associated with fewer difficulties regarding remote learning for adolescents. 
Results from this study indicate that in the future, there should be more support provided to adolescents with ADHD and their families regarding at-home remote learning during the pandemic. 

Remote learning and adolescents with ADHD


Becker, S. P., Breaux, R., Cusick, C. N., Dvorsky, M. R., Marsh, N. P., Sciberras, E., &amp; 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.2020.09.002 

University of Michigan - Ann Arbor

Family influence in learning

Autism affects the gesture production, but the relation to language development still exists. Parent's verbal responces in responce to what a child with ASD was focusing on tends to have better language outcomes compared to attempting to redirect focus.

Children with ASD are just as likely to request objects through gestures as children with TD. Parents are also just as likely to respond to the requests in a timely maner compared to parents of children with TD. Parental translation of the gestures had similarly psoitive effects in developing vocabulary. 

There are high levels of variation in this research with the behaviors of children with ASD, with aproximately 1/3 of children with ASD unable to show improvement due to being preverbal or nonverbal.

Familial effects on gesture development in ASD

Remote Learning During COVID-19: Examining School Practices, Service Continuation, and Difficulties for Adolescents With and Without Attention-Deficit/Hyperactivity Disorder  

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