Home participation, support and barriers among children with attention-deficit/hyperactivity disorder before and during the COVID-19 pandemic

• Published in: Public health (London) Vol. 196; pp. 101 - 106
• Main Authors: Kaya Kara, Ozgun, Tonak, Hasan Atacan, Kara, Koray, Sonbahar Ulu, Hazal, Kose, Barkin, Sahin, Sedef, Kara, Mahmut Zabit
• Format: Journal Article
• Language: English
• Published: Houndsmill Elsevier Ltd 01.07.2021; Elsevier Science Ltd; The Royal Society for Public Health. Published by Elsevier Ltd
• Subjects: Attention deficit hyperactivity disorder; Attention-deficit/hyperactivity disorder (ADHD); Barriers; Children; Cognitive ability; Computer & video games; Coronaviruses; COVID-19; Environment; Handicrafts; Health care management; Home; Home environment; Hyperactivity; Leisure; Mothers; Music; Original Research; Pandemics; Participation; Recreation; Participation; Environment; Home; Attention-deficit/hyperactivity disorder (ADHD)
• ISSN: 0033-3506; 1476-5616
• DOI: 10.1016/j.puhe.2021.04.015

Few studies have focused on the participation of children with attention-deficit/hyperactivity disorder (ADHD) in daily routine and leisure activities. This study aimed to compare the participation, support and barriers for children with ADHD at home pre-COVID-19 and during the COVID-19 outbreak. The study included 55 children with ADHD aged 6–11 years. Participation frequency, involvement, desire for change, supports and barriers at home were assessed using the Participation and Environment Measure for Children and Youth (PEM-CY). During the COVID-19 pandemic compared with the pre-COVID-19 period, the mean frequency of participation of children with ADHD in computer and video games (5.8% vs 5%, respectively), socialising with other people (7% vs 6.2%) and household chores (5.5% vs 4.6%) was shown to be significantly higher (p < 0.05). Mothers of children with ADHD reported higher levels of involvement during the COVID-19 pandemic compared with the pre-COVID-19 period across four areas of home participation, including computer and video games (4.1% vs 3.2%, respectively), arts, crafts, music and hobbies (3.7% vs 3%), household chores (3.6% vs 2.8%) and personal care management (4.2% vs 3.5%) p < 0.05). Mothers of children with ADHD reported that during the pandemic the following two features of the environment made participation easier than pre-COVID-19 (p < 0.05): cognitive demands (36.4% vs 60%, respectively) and social demands (5.5% vs 34.5%). More mothers reported that services (92.7%), supplies (87.3%) and information (85.5%) were available and/or adequate in the COVID-19 period than pre-COVID-19 (p < 0.05). Mothers of children with ADHD reported that their children were participating more frequently in some of the home-related activities during the COVID-19 pandemic compared to pre-COVID-19. Reduced cognitive and social demands, and more readily available resources in the home environment during the COVID-19 period resulted in increased home participation compared to pre-COVID-19.