The Short-Term Impact Of Remote Instruction On Achievement In Children With Adhd During The Covid-19 Pandemic

Kellina K. Lupas, Athena Mavrakis, Amy Altszuler, Devon Tower, Elizabeth Gnagy, Fiona MacPhee, Marcella Ramos, Brittany Merrill, Leah Ward, Chanelle Gordon, Nicole Schatz, Gregory Fabiano, William Pelham

    Research output: Contribution to journalArticlepeer-review

    8 Scopus citations


    There is nationwide concern that the abrupt transition to remote instruction in response to the Coronavirus disease (COVID-19) pandemic will have detrimental impacts on student learning. As a uniquely vulnerable group within schools, studentswith disabilities like attention deficit hyperactivity disorder (ADHD) may be at enhanced risk for these negative outcomes. The present study features a unique examination of achievement scores, collected for two Cohorts (2018–2019, 2019–2020) of students with ADHD. By collecting achievement data in both the fall and spring for each Cohort, direct comparisons between changes in achievement for CohortOne (2018–2019) can be made to those in Cohort Two (2019–2020). Analyses summarized remote learning practices, within-group changes in achievement data over time for Cohort Two, and between-group differences in score changes over time for Cohorts One and Two. Teachers used a variety of remote learning approaches, including videoconferencing and independently completed assignments. Student achievement scores in both Cohorts significantly improved from fall to spring. No significant differences were found in score growth between the Cohorts, indicating that the move to remote instruction did not have a differentially negative impact on Cohort Two.

    Original languageEnglish (US)
    Pages (from-to)313-324
    Number of pages12
    JournalSchool Psychology
    Issue number5
    StatePublished - 2021


    • ADHD
    • COVID-19
    • academic achievement
    • remote instruction
    • remote learning

    ASJC Scopus subject areas

    • Education
    • Developmental and Educational Psychology


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