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Disorder in ADHD and ASD Post-COVID-19

History of Medicine Program, Department of Psychiatry, Temerty Faculty of Medicine, University of Toronto, Toronto, ON M5T 1W7, Canada
Academic Editor: Andrea Fiorillo
COVID 2021, 1(1), 153-165;
Received: 29 April 2021 / Revised: 15 July 2021 / Accepted: 21 July 2021 / Published: 21 July 2021
A diagnosis of either attention deficit/hyperactivity disorder (ADHD) or of autistic spectrum disorder (ASD) identifies an individual as unable to attend expectedly and appropriately, particularly in school settings. Until the COVID-19 pandemic, what defined the expected and the appropriate was considerate, close physical contact among people. In understanding that aerosol droplets from vocalization cause the transmission of the COVID-19 virus, what is acceptable contact has now shifted to distancing oneself from people and communicating in a way that eliminates vocal spray. The norms for socialization diametrically changed as a consequence of the pandemic. Yet, there has been no concurrent reassessment of the meaning of “disorder” related to ADHD and ASD within the school setting. A diagnosis of ADHD and/or ASD often brings with it an expectation for special education. Therefore, it is important that changes in social norms be recognized as they define the meaning of “disorder”. Investigated here is in what way each diagnosis demonstrates disorder in response to the imposed COVID-19 restrictions and how this can be anticipated to affect the schooling of those with ADHD and ASD during the pandemic. View Full-Text
Keywords: COVID-19; ADHD; ASD; social distancing; schooling COVID-19; ADHD; ASD; social distancing; schooling
MDPI and ACS Style

Nash, C. Disorder in ADHD and ASD Post-COVID-19. COVID 2021, 1, 153-165.

AMA Style

Nash C. Disorder in ADHD and ASD Post-COVID-19. COVID. 2021; 1(1):153-165.

Chicago/Turabian Style

Nash, Carol. 2021. "Disorder in ADHD and ASD Post-COVID-19" COVID 1, no. 1: 153-165.

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