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.2013-0229 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/10.3102/0013189X17692999 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/s10803-020-04670-6 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.2008.08.007 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/s10803-020-04577-2 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. 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.x 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)00100-0 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/children8070560 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.2018.00667 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/edu0000444 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_3 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.2020.09.002 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.2020.103840 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.12165 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.14132 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.2004.0030 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.2020.100911 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.2016.04.002 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.2006.09.002 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.2009.01.002 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.2020.112934 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.2020.101583 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-W 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.2018.01297 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.2019.103004 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/brainsci10060341 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/10.3102/00346543076001001 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_1 D’Angiulli, A., Siegel, L. S., & Hertzman, C. (2004). Schooling, socioeconomic context and literacy development. Educational Psychology, 24(6), 867–883. https://doi.org/10.1080/0144341042000271746 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-x 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.x 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/10.1080/00220671.2014.942032 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/a0027800 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/10.1177/0022219412455238 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.2020.103805 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/s40474-018-0152-3 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/10.1080/87565640701360981 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.2020.105440 Dowker, A. (2020). Arithmetic in developmental cognitive disabilities. Research in Developmental Disabilities, 107, 103778. https://doi.org/10.1016/j.ridd.2020.103778 Doyle, A. E. (2006). Executive functions in attention-deficit/hyperactivity disorder. Journal of Clinical Psychiatry, 67(8), 21–26. 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/10.1177/13623613211005987 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.22039 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.0236337 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_5 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.2022376118 Feinstein, L., Symons, J., Feinstein, L., & Symons, J. (1999). Attainment in secondary school. Oxford Economic Papers, 51(2), 300–321. 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/10.3102/0013189X20909814 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/SU13052739 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.2017.97077 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/S40359-021-00649-9 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/10.1080/01443410.2015.1113236 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-W 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/amp0000452 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.2021.746289 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.2004.059006 Harris, A., & Goodall, J. (2008). Do parents know they matter? Engaging all parents in learning. Educational Research, 50(3), 277–289. https://doi.org/10.1080/00131880802309424 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/s41562-020-01009-0 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/a0015362 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/10.2307/1170618 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/10.1080/10705519909540118 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/s10803-009-0892-3 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.2013.05.004 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.4913 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/a0012841 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/S10648-010-9148-1 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.621313 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.v2i1.17 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/10.1177/001440299906600102 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/10.1177/1362361320984317 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/10.3102/00028312043002193 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.2017.08.003 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/s10648-019-09494-0 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/jsl054 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/10.1080/00131881.2011.552242 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/REV3.3250 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.3754 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/s12310-009-9015-8 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.2016.05.012 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/s13384-016-0219-2 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/EDU0000231 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.2017.02375 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/10.1177/1747021818781425 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/10.2307/30035524 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_03 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.2020.12.060 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/10.1017/9781316339275.025 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/10.1177/1477878509104318 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/children7090128 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/10.1177/0143034311427433 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/10.1080/00220671.2012.667012 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/bul0000182 Peterson, R. L., & Pennington, B. F. (2015). Developmental dyslexia. Annual Review of Clinical Psychology, 11, 283–307. https://doi.org/10.1146/annurev-clinpsy-032814-112842 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.2012.02.007 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/10.1080/01443410903328866 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/s10567-006-0006-0 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.2020.102066 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/10.1080/00461520903028990 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:1021711629417 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.2019.100305 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.2020.591797 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/10.1186/1471-2458-7-327 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.i02 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-y 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/10.1037/0022-3514.57.5.749 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.55.1.68 Ryan, R., & Deci, E. (2017). Self-determination theory. Basic psychological needs in motivation, development and wellness. Guilford Press. 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/10.1177/002221948902201006 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.2020.582189 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/spq0000071 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/educsci11010030 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/bul0000037 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/a0025742 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/10.1097/00004583-200206000-00009 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.2021.648000 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-18-0061 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/mot0000039 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.x 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/10.1177/1087054713518241 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.x 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.12499 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.1909 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_4 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/s11031-019-09818-1 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.2013.04.004 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.2021.103938 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/10.1080/00220671003636752 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.2020.592670 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/S10639-021-10559-3