Perception of remote teaching in children and adolescents with diagnosis of ADHD their parents and teachers
DOI:
https://doi.org/10.33448/rsd-v11i11.33693Keywords:
Attention Deficit Hyperactivity Disorder (ADHD); Remote-teaching; Apprenticeship; Pandemic; Coronavirus.Abstract
The SARS-CoV-2, popularly know as Coronavirus, was identified in Wuhan, China, in December 2019. The accelerated contagious dissemination of COVID-19 lead the World Health Organization to declare Public Health Emergency of International Concern (PHEIC) in 2020. In order to contain the fast dissemination, social distancing measures were adopted, which caused challenges in different contexts. In the educational field, the Minister of Education decreed the substitution of in person classes for the emergency remote teaching. The ADHD is a neurobiological disorder characterized by a persistent pattern of inattention and/or hyperactivity-impulsivity, which interferes in the functioning, development and teaching-learning process of individuals in this condition. Previous studies pointed out the implications that new digital technologies can have in the learning/development of schoolers with ADHD. Likewise, it was highlighted that the didactic methodology used by teachers should favor the development and behavior of children with ADHD. In this context, a bibliographic review was made to describe the results of research that evaluate the perception of remote teaching in children diagnosed with ADHD, their parents and teachers, in order to know the easiness and difficulties in the use of virtual learning environments. Inconsistent results were observed about the impact of remote teaching on children and teenagers with ADHD, for some studies pointed its benefits while others pointed its harms. It is concluded that future research is needed to clarify the disparities and the factors that interfere in the results and facilitate or hinder the process of teaching-learning in students with ADHD.
References
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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. The Journal of Adolescent Health: Official Publication of the Society for Adolescent Medicine, 67(6), 769–777.
Bobo, E., Lin, L., Acquaviva, E., Caci, H., Franc, N., Gamon, L., Picot, M.-C., Pupier, F., Speranza, M., Falissard, B., & Purper-Ouakil, D. (2020). Comment les enfants et adolescents avec le trouble déficit d’attention/hyperactivité (TDAH) vivent-ils le confinement durant la pandémie COVID-19 ? L’Encephale, 46(3S), S85–S92.
Boiaski, M. T., & Santarosa, L. M. C. (2008). A Interação de Escolares com Transtorno de Déficit de Atenção e Hiperatividade em Ambientes Digitais/Virtuais de Aprendizagem e de Convivência. Renote, 6(2).
Brasil. (2020). Todos Pela Educação. Ensino a distância na Educação Básica frente à pandemia da Covid-19. Nota Técnica.
Cardona-Reyes, H., Muñoz-Arteaga, J., Villalba-Condori, K., & Barba-González, M. L. (2021). A Lean UX process model for virtual reality environments considering ADHD in pupils at elementary school in COVID-19 contingency. Sensors (Basel, Switzerland), 21(11), 3787.
Cherolt, N., da R. (2020). Déficit de atenção e hiperatividade e os desafios no ensino e na aprendizagem em tempos de pandemia da covid 19. Universidade Estadual do Rio Grande do Sul
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Couto, T. de S., de Melo-Junior, M. R., & Gomes, C. R. de A. (2010). Aspectos neurobiológicos do transtorno do déficit de atenção e hiperatividade (TDAH): uma revisão. Ciências & Cognição, 15(1), 241–251.
De Sousa A. F., Coimbra, I. M., Castanho, J. M., Polanczyk G. V. & Rohde L. A. (2020). Attention deficit hyperactivity disorder. In Rey JM & Martin A (eds), JM Rey’s IACAPAP e-Textbook of Child and Adolescent Mental Health (edição em Português; Dias Silva F, ed). Genebra: International Association for Child and Adolescent Psychiatry and Allied Professions. Recuperado de https://iacapap.org/_Resources/Persistent/69b849d851e040c48cc0036bf888874a4716afa3/D.1-ADHD-Portuguese-2020.pdf
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Kara, O. K., Tonak, H. A., Kara, K., Sonbahar Ulu, H., Kose, B., Sahin, S., & Kara, M. Z. (2021). Home participation, support and barriers among children with attention-deficit/hyperactivity disorder before and during the COVID-19 pandemic. Public health, 196, 101–106.
Larroca, L. M., & Domingos, N. M. (2012). TDAH - Investigação dos critérios para diagnóstico do subtipo predominantemente desatento. Psicologia Escolar e Educacional, 16(1), 113–123.
McGrath, J. (2020). ADHD and Covid-19: current roadblocks and future opportunities. Irish journal of psychological medicine, 37(3), 204–211.
Melegari, M. G., Giallonardo, M., Sacco, R., Marcucci, L., Orecchio, S., & Bruni, O. (2021). Identifying the impact of the confinement of Covid-19 on emotional-mood and behavioural dimensions in children and adolescents with attention deficit hyperactivity disorder (ADHD). Psychiatry research, 296, 113692.
Merola, K. K. (2004). TDAH e educação à distância facilidades e dificuldades: o relato de uma experiência. Renote, 2(2).
Neto, M. R. L. (2010). Transtorno do Déficit de Atenção/Hiperatividade: ao longo da vida. Artmed.
Pecor, K. W., Barbayannis, G., Yang, M., Johnson, J., Materasso, S., Borda, M., Garcia, D., Garla, V., & Ming, X. (2021). Quality of life changes during the COVID-19 pandemic for caregivers of children with ADHD and/or ASD. International Journal of Environmental Research and Public Health, 18(7), 3667.
Pereira, T. A., Florêncio, T., de Souza, A. T., & da Silva Soares, LA (2020). TDAH: desafios e possibilidades na atuação do professor do atendimento educacional especializado - AEE em tempos de pandemia. Amazon Live Journal, 1–15.
Reis, M. das G. (2006). A teia de significados das práticas: Transtorno de Déficit de Atenção/Hiperatividade Escolar (TDAH) e formação de professores. Pontifícia Universidade Católica de Campinas.
Rohde, L. A., Barbosa, G., Tramontina, S., & Polanczyk, G. (2000). Transtorno de déficit de atenção/hiperatividade. Brazilian Journal of Psychiatry (Sao Paulo, Brazil: 1999), 22(suppl 2), 07–11.
Shah, R., Raju, V. V., Sharma, A., & Grover, S. (2021). Impact of COVID-19 and Lockdown on Children with ADHD and Their Families-An Online Survey and a Continuity Care Model. Journal of neurosciences in rural practice, 12(1), 71–79.
Shorey, S., Lau, L., Tan, J. X., Ng, E. D., & Aishworiya, R. (2021). Families With Children With Neurodevelopmental Disorders During COVID-19: A Scoping Review. Journal of pediatric psychology, 46(5), 514–525.
Shuai, L., He, S., Zheng, H., Wang, Z., Qiu, M., Xia, W., Cao, X., Lu, L., & Zhang, J. (2021). Influences of digital media use on children and adolescents with ADHD during COVID-19 pandemic. Globalization and health, 17(1), 48.
Stroh, Juliana Bielawski. (2010). TDAH - diagnóstico psicopedagógico e suas intervenções através da Psicopedagogia e da Arteterapia. Construção psicopedagógica, 18(17), 83-105.
Tessarollo, V., Scarpellini, F., Costantino, I., Cartabia, M., Canevini, M. P., & Bonati, M. (2022). Distance Learning in Children with and without ADHD: A Case-control Study during the COVID-19 Pandemic. Journal of attention disorders, 26(6), 902–914.
Werling, A. M., Walitza, S., & Drechsler, R. (2021). Impact of the COVID-19 lockdown on screen media use in patients referred for ADHD to child and adolescent psychiatry: an introduction to problematic use of the internet in ADHD and results of a survey. Journal of Neural Transmission (Vienna, Austria), 128(7), 1033–1043.
Zhang, J., Shuai, L., Yu, H., Wang, Z., Qiu, M., Lu, L., Cao, X., Xia, W., Wang, Y., & Chen, R. (2020). Acute stress, behavioural symptoms and mood states among school-age children with attention-deficit/hyperactive disorder during the COVID-19 outbreak. Asian journal of psychiatry, 51, 102077.
ABDA. (2019, 7 de maio). PL 7081 – Aprovada a redação final na comissão de constituição e justiça. Associação Brasileira Do Déficit de Atenção. Recuperado de https://tdah.org.br/pl-7081-aprovada-aredacao-final-na-comissao-de-constituicao-e-justica/
Amorim, R., Miragaia, P., Catarino, S., Viana, V., & Guardiano, M. (2020). Attention-deficit/ hyperactivity disorder and the covid-19 pandemic. Psicologia Saúde & Doença, 21(03), 676–686
Araujo, G. A. F. de, & Sales, T. R. R. (2020). Neurobiologia da aprendizagem: a utilização de jogos educativos como auxílio no processo de aprendizagem em crianças com transtorno de déficit de atenção e hiperatividade – TDAH. Ideias E Inovação - Lato Sensu, 5(3), 63. Recuperado de https://periodicos.set.edu.br/ideiaseinovacao/article/view/7855.
Associação Psiquiátrica Americana. (2014). Manual Diagnóstico e Estatístico de Transtornos Mentais - DSM-5. Artmed, 59-66.
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. The Journal of Adolescent Health: Official Publication of the Society for Adolescent Medicine, 67(6), 769–777.
Bobo, E., Lin, L., Acquaviva, E., Caci, H., Franc, N., Gamon, L., Picot, M.-C., Pupier, F., Speranza, M., Falissard, B., & Purper-Ouakil, D. (2020). Comment les enfants et adolescents avec le trouble déficit d’attention/hyperactivité (TDAH) vivent-ils le confinement durant la pandémie COVID-19 ? L’Encephale, 46(3S), S85–S92.
Boiaski, M. T., & Santarosa, L. M. C. (2008). A Interação de Escolares com Transtorno de Déficit de Atenção e Hiperatividade em Ambientes Digitais/Virtuais de Aprendizagem e de Convivência. Renote, 6(2).
Brasil. (2020). Todos Pela Educação. Ensino a distância na Educação Básica frente à pandemia da Covid-19. Nota Técnica.
Cardona-Reyes, H., Muñoz-Arteaga, J., Villalba-Condori, K., & Barba-González, M. L. (2021). A Lean UX process model for virtual reality environments considering ADHD in pupils at elementary school in COVID-19 contingency. Sensors (Basel, Switzerland), 21(11), 3787.
Cherolt, N., da R. (2020). Déficit de atenção e hiperatividade e os desafios no ensino e na aprendizagem em tempos de pandemia da covid 19. Universidade Estadual do Rio Grande do Sul
Costa, A. E. R. & Do Nascimento, A. W. R. (2020). Os desafios do ensino remoto em tempos de pandemia no Brasil. Recuperado de https://www.editorarealize.com.br/editora/anais/conedu/2020/TRABALHO_EV140_MD4_SA19_ID6370_30092020005800.pdf.
Couto, T. de S., de Melo-Junior, M. R., & Gomes, C. R. de A. (2010). Aspectos neurobiológicos do transtorno do déficit de atenção e hiperatividade (TDAH): uma revisão. Ciências & Cognição, 15(1), 241–251.
De Sousa A. F., Coimbra, I. M., Castanho, J. M., Polanczyk G. V. & Rohde L. A. (2020). Attention deficit hyperactivity disorder. In Rey JM & Martin A (eds), JM Rey’s IACAPAP e-Textbook of Child and Adolescent Mental Health (edição em Português; Dias Silva F, ed). Genebra: International Association for Child and Adolescent Psychiatry and Allied Professions. Recuperado de https://iacapap.org/_Resources/Persistent/69b849d851e040c48cc0036bf888874a4716afa3/D.1-ADHD-Portuguese-2020.pdf
Goulardins, J. B., Nascimento, R. O., Aquino, F. A., Mendes, L. O., Casella, E. B., Hasue, R. H., & Oliveira, J. A. (2015). Transtorno do Déficit de Atenção e Hiperatividade e Transtorno do Desenvolvimento da Coordenação: uma discussão das bases neurais. Revista Neurociências, 23(4), 617–624.
Kara, O. K., Tonak, H. A., Kara, K., Sonbahar Ulu, H., Kose, B., Sahin, S., & Kara, M. Z. (2021). Home participation, support and barriers among children with attention-deficit/hyperactivity disorder before and during the COVID-19 pandemic. Public health, 196, 101–106.
Larroca, L. M., & Domingos, N. M. (2012). TDAH - Investigação dos critérios para diagnóstico do subtipo predominantemente desatento. Psicologia Escolar e Educacional, 16(1), 113–123.
McGrath, J. (2020). ADHD and Covid-19: current roadblocks and future opportunities. Irish journal of psychological medicine, 37(3), 204–211.
Melegari, M. G., Giallonardo, M., Sacco, R., Marcucci, L., Orecchio, S., & Bruni, O. (2021). Identifying the impact of the confinement of Covid-19 on emotional-mood and behavioural dimensions in children and adolescents with attention deficit hyperactivity disorder (ADHD). Psychiatry research, 296, 113692.
Merola, K. K. (2004). TDAH e educação à distância facilidades e dificuldades: o relato de uma experiência. Renote, 2(2).
Neto, M. R. L. (2010). Transtorno do Déficit de Atenção/Hiperatividade: ao longo da vida. Artmed.
Pecor, K. W., Barbayannis, G., Yang, M., Johnson, J., Materasso, S., Borda, M., Garcia, D., Garla, V., & Ming, X. (2021). Quality of life changes during the COVID-19 pandemic for caregivers of children with ADHD and/or ASD. International Journal of Environmental Research and Public Health, 18(7), 3667.
Pereira, T. A., Florêncio, T., de Souza, A. T., & da Silva Soares, LA (2020). TDAH: desafios e possibilidades na atuação do professor do atendimento educacional especializado - AEE em tempos de pandemia. Amazon Live Journal, 1–15.
Reis, M. das G. (2006). A teia de significados das práticas: Transtorno de Déficit de Atenção/Hiperatividade Escolar (TDAH) e formação de professores. Pontifícia Universidade Católica de Campinas.
Rohde, L. A., Barbosa, G., Tramontina, S., & Polanczyk, G. (2000). Transtorno de déficit de atenção/hiperatividade. Brazilian Journal of Psychiatry (Sao Paulo, Brazil: 1999), 22(suppl 2), 07–11.
Shah, R., Raju, V. V., Sharma, A., & Grover, S. (2021). Impact of COVID-19 and Lockdown on Children with ADHD and Their Families-An Online Survey and a Continuity Care Model. Journal of neurosciences in rural practice, 12(1), 71–79.
Shorey, S., Lau, L., Tan, J. X., Ng, E. D., & Aishworiya, R. (2021). Families With Children With Neurodevelopmental Disorders During COVID-19: A Scoping Review. Journal of pediatric psychology, 46(5), 514–525.
Shuai, L., He, S., Zheng, H., Wang, Z., Qiu, M., Xia, W., Cao, X., Lu, L., & Zhang, J. (2021). Influences of digital media use on children and adolescents with ADHD during COVID-19 pandemic. Globalization and health, 17(1), 48.
Stroh, Juliana Bielawski. (2010). TDAH - diagnóstico psicopedagógico e suas intervenções através da Psicopedagogia e da Arteterapia. Construção psicopedagógica, 18(17), 83-105.
Tessarollo, V., Scarpellini, F., Costantino, I., Cartabia, M., Canevini, M. P., & Bonati, M. (2022). Distance Learning in Children with and without ADHD: A Case-control Study during the COVID-19 Pandemic. Journal of attention disorders, 26(6), 902–914.
Werling, A. M., Walitza, S., & Drechsler, R. (2021). Impact of the COVID-19 lockdown on screen media use in patients referred for ADHD to child and adolescent psychiatry: an introduction to problematic use of the internet in ADHD and results of a survey. Journal of Neural Transmission (Vienna, Austria), 128(7), 1033–1043.
Zhang, J., Shuai, L., Yu, H., Wang, Z., Qiu, M., Lu, L., Cao, X., Xia, W., Wang, Y., & Chen, R. (2020). Acute stress, behavioural symptoms and mood states among school-age children with attention-deficit/hyperactive disorder during the COVID-19 outbreak. Asian journal of psychiatry, 51, 102077.
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