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Does remote instruction impact social engagement and skill development in neurodivergent children and teens?

Wed, April 7, 4:30 to 5:30pm EDT (4:30 to 5:30pm EDT), Virtual

Abstract

Introduction:
Due to COVID-19, many students are attending school online. The developmental impacts of this shift remain largely unknown. Prior research suggests that face-to-face instruction is more effective than online instruction (Callister & Love, 2016). However, online instruction sometimes surpasses in-person instruction for college students (Gorman & Staley, 2018). Particular concerns have been raised about developmental impacts of remote instruction on children due to challenges maintaining engagement and reduced opportunities for social interaction online. Increased self-discipline is required in online formats, which may impact younger learners disproportionately due to the continuing development of executive functioning (EF) abilities (Diamond & Lee, 2011). Benefits and challenges of online learning may be amplified for neurodivergent individuals who often experience both EF difficulties and strong affinities for technology (Hill, 2004; Wei et al., 2013). This study examined changes in student and parent-reported learning and social engagement in an informal technology-based summer program for neurodivergent youth from 2019 (in-person) to 2020 (remote instruction).

Methods:
Neurodivergent youth (2019 n=53, Mage=10.1; 2020 n=39, Mage=10.6) and teens (2019 n=49, Mage=16.0; 2020 n=53, Mage=16.4) were surveyed on the last day of a five-day technology-themed informal educational workshop. Workshops were split into youth (~7-13 yo) and teen/young adult (~14-21 yo) classrooms. Parents completed online surveys at the end of each summer about their child’s engagement at the summer program and school.

Results:
A mixed analysis with students’ perceptions of computer, job, and social skill learning at the summer program with year of instruction and youth versus teen as between-subjects factors revealed no overall changes in student-reported learning from 2019 to 2020 (p=.114). Across years, students reported better learning of computer skills followed by job and social skills. Students reported fewer opportunities to connect with friends in 2020 relative to 2019 (p<.001).

Students expressed strong desire to return to the program in both 2019 (M=4.07 out of 5; SD=1.07) and 2020 (M=4.05; SD =.98). Youth reported a stronger desire to return to the program than teens (p=.04). However, an interaction between year and age (p=.04) revealed that youth were more interested than teens in returning in 2019 while no age differences were observed in 2020.

A mixed analysis of parent-reported engagement with computer activities at the informal program and school suggested that computer engagement was higher overall at the informal program than at school (p<.001). An interaction between age and year was observed (p=.001). Parent-reported computer engagement at the summer program was higher for children in 2019 (M = 4.6; SD = .77) than 2020 (M = 3.9; SD = 1.02). Parents reported a trend in the opposite direction (more engagement online) for teens.

Conclusions:
Results indicate that student-reported skill development continued at similar levels when this out-of-school program was held remotely but that students had fewer opportunities to socialize. Parent and student reports align in suggesting that neurodivergent teens are better able to adapt to online learning than younger children.

Authors