Distance learning during the COVID-19 pandemic for children with ADHD and/or ASD: a European multi-center study examining the role of executive function deficits and age

Table 2 Results of the ANOVA investigating main effects of diagnosis and child EF deficits, as well as interaction effects of diagnosis and EF deficits

	Neurodevelopmental disorder		Comparison group		Main effect Diagnosis F (η^p)	Main effect EF deficits F (η^p)	Interaction effect Diagnosis x EF deficits F (η^p)
	EF deficits (n = 636) M (SD)	No EF deficits (n = 374) M (SD)	EF deficits (n = 100) M (SD)	No EF deficits (n = 910) M (SD)	Main effect Diagnosis F (η^p)	Main effect EF deficits F (η^p)	Interaction effect Diagnosis x EF deficits F (η^p)
Effects of homeschooling
Negative effects on the child	3.21 (1.06)	2.42 (1.02)	3.21 (0.93)	2.11 (0.82)	6.57** (< .01)	260.72*** (.12)	6.89** (< .01)
Negative effects on the parent	3.88 (1.00)	2.91 (1.16)	4.06 (0.84)	2.57 (1.12)	1.34 (< .01)	339.12*** (.14)	15.29*** (< .01)
Lack of support from the school	3.15 (1.05)	2.52 (0.96)	3.19 (0.91)	2.34 (0.99)	1.29 (< .01)	141.99*** (.07)	3.16 (< .01)
Positive effects on the family	2.69 (1.14)	3.18 (1.14)	2.41 (1.06)	2.85 (1.01)	21.24*** (.01)	48.09*** (.03)	0.14 (< .01)

ISSN: 1753-2000