Impact of the COVID-19 Pandemic on Psychosocial Well-being and Adaptation in Children and Adolescents with Asperger’s Syndrome
Abstract
:1. Introduction
Research Questions
2. Materials and Methods
2.1. Procedures
2.2. Participants
2.3. Instruments
2.3.1. Perceived Risk Questionnaire
2.3.2. Cantrill’s Self-Anchoring Ladder of Life Satisfaction
- What level would you have been at about a year ago when you started school in September 2019.
- At what level would you have placed yourself during quarantine.
- At what level do you position yourself at the moment.
2.3.3. The SAFA Battery
2.3.4. The Adaptive Behavior Assessment System II (ABAS-II)
2.3.5. Center for Epidemiological Studies-Depression (CES-D)
2.3.6. General Anxiety Disorder-7 (GAD-7)
2.3.7. General Health Questionnaire (GH12)
2.4. Statistical Analysis Plan
3. Results
3.1. Knolewdge about Coronavirus and Anti-COVID Rules in Asperger and Typically Adolescents
3.2. Possible Psychological Consequences in Children with Asperger’s and in Their Parents during Quarantine
3.3. Main Psychological Difficulties for Children and Young People with Asperger Syndrome with Returning to School and Resuming Social Life since September 2020
3.4. The High Parental Stress Experienced during the Lockdown Influenced the Emotional and Behavioral Difficulties when Children Experienced the Return to School and to Everyday Life since September 2020
4. Discussion
Strengths and Limits
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Asperger | Neuro Typical | ||||||
---|---|---|---|---|---|---|---|
Adolescents | Frequency | Mean | SD | Frequency | Mean | SD | |
Gender | Male | 16 | 16 | ||||
Age | 14 | 3.62 | 14.07 | 3.31 | |||
Age groups | 10–14 yrs old | 10 | 9 | ||||
15–20 yrs old | 6 | 6 | |||||
School | Primary | 3 | 3 | ||||
Secondary first grade | 6 | 5 | |||||
Secondary second grade | 7 | 7 | |||||
Support school | Yes | 12 | 0 | ||||
No | 4 | 15 | |||||
Parents | Frequency | Mean | SD | Frequency | Mean | SD | |
Role | Father | 4 | 4 | ||||
Mother | 11 | 12 | |||||
Education | Primary/secondary school first grade | 0 | 0 | ||||
Secondary second grade | 6 | 9 | |||||
Yunior degree | 2 | 1 | |||||
Degree | 7 | 5 | |||||
Master/Ph.D. | 3 | 1 | |||||
Number of children | 1 | 4 | 4 | ||||
2 | 8 | 9 | |||||
3 | 2 | 2 | |||||
4 | 0 | 1 | |||||
5 | 1 | 0 | |||||
Child with other disabilities | Yes | 2 | 0 | ||||
No | 13 | 15 |
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Tremolada, M.; Rosa, M.; Incardona, R.M.; Taverna, L.; Guidi, M. Impact of the COVID-19 Pandemic on Psychosocial Well-being and Adaptation in Children and Adolescents with Asperger’s Syndrome. Int. J. Environ. Res. Public Health 2023, 20, 2132. https://doi.org/10.3390/ijerph20032132
Tremolada M, Rosa M, Incardona RM, Taverna L, Guidi M. Impact of the COVID-19 Pandemic on Psychosocial Well-being and Adaptation in Children and Adolescents with Asperger’s Syndrome. International Journal of Environmental Research and Public Health. 2023; 20(3):2132. https://doi.org/10.3390/ijerph20032132
Chicago/Turabian StyleTremolada, Marta, Mariangela Rosa, Roberta Maria Incardona, Livia Taverna, and Michele Guidi. 2023. "Impact of the COVID-19 Pandemic on Psychosocial Well-being and Adaptation in Children and Adolescents with Asperger’s Syndrome" International Journal of Environmental Research and Public Health 20, no. 3: 2132. https://doi.org/10.3390/ijerph20032132