Table 3.
Improvement in adaptive skills: relation to parental and child variables within the preschooler and schooler group.
| Mean Difference T1–T0 (M ± SD) |
t | p Value | |
|---|---|---|---|
| CHILD VARIABLES: Children Undergoing Online Intervention during COVID-19 lockdown | |||
| ABAS-II_GAC T1–T0 | |||
| Preschooler | 14.72 ± 21.21 | 2.3 | 0.044 * |
| Schooler | −0.13 ± 9.05 | 0.07 | 0.946 |
| ABAS-II_CAD T1–T0 | |||
| Preschooler | 13.18 ± 22.12 | 1.9 | 0.07 |
| Schooler | −0.2 ± 9.1 | 1.1 | 2.99 |
| ABAS-II_SAD T1–T0 | |||
| Preschooler | 8.00 ± 19.63 | 1.3 | 0.20 |
| Schooler | 1.1 ± 7.6 | 0.71 | 0.485 |
| ABAS-II_PAD T1–T0 | |||
| Preschooler | 12.27 ± 22.00 | 1.8 | 0.09 |
| Schooler | −0.35 ± 11.2 | 0.15 | 0.884 |
| Participants with IQ > 70 (No ID) | |||
| ABAS-II_GAC T1–T0 | |||
| Preschooler | 16.7 ± 23.5 | 2.4 | 0.023 * |
| Schooler | 1.5 ± 10.4 | 0.734 | 0.47 |
| ABAS-II_CAD T1–T0 | |||
| Preschooler | 13.9 ± 22.5 | 1.8 | 0.089 |
| Schooler | 3.1 ± 10.25 | 1.5 | 0.15 |
| ABAS-II_SAD T1–T0 | |||
| Preschooler | 11 ± 20 | 1.1 | 0.039 * |
| Schooler | 1.0 ± 7.8 | 0.5 | 0.96 |
| ABAS-II_PAD T1–T0 | |||
| Preschooler | 15.7 ± 24 | 2.3 | 0.037 * |
| Schooler | 1.0 ± 16.23 | 0.31 | 0.761 |
| PARENTAL VARIABLES: Parents Receiving Online Support during COVID-19 lockdown | |||
| ABAS-II_GAC T1–T0 | |||
| Preschooler | 7.2 ± 10.23 | 2.00 | 0.085 |
| Schooler | 1.8 ± 5.6 | 1.40 | 0.180 |
| ABAS-II_CAD T1–T0 | |||
| Preschooler | 5.1 ± 9.92 | 1.46 | 0.188 |
| Schooler | 6.1 ± 5.41 | 0.479 | 0.638 |
| ABAS-II_SAD T1–T0 | |||
| Preschooler | 3.50 ± 12.41 | 0.79 | 0.457 |
| Schooler | 0.00 ± 7.56 | 0.000 | 1.00 |
| ABAS-II_PAD T1–T0 | |||
| Preschooler | 5.3 ± 5.44 | 2.79 | 0.027 * |
| Schooler | 1.94 ± 9.3 | 0.887 | 0.387 |
|
Parents not continuing their usual job
during COVID-19 lockdown | |||
| ABAS-II_GAC T1–T0 | |||
| Preschooler | 15.00 ± 25.77 | 2.3 | 0.034 * |
| Schooler | −0.500 ± 7.27 | 0.24 | 0.812 |
| ABAS-II_CAD T1–T0 | |||
| Preschooler | 13.62 ± 25.24 | 2.1 | 0.047 * |
| Schooler | −0.78 ± 7.3 | 0.40 | 0.693 |
| ABAS-II_SAD T1–T0 | |||
| Preschooler | 7.75 ± 22.78 | 1.3 | 0.194 |
| Schooler | 9.3 ± 9.43 | 0.36 | 0.719 |
| ABAS-II_PAD T1–T0 | |||
| Preschooler | 12.43 ± 27.27 | 1.8 | 0.088 |
| Schooler | −0.57 ± 5.5 | 0.38 | 0.704 |
Shown in the Table are the impact of the child (children receiving online intervention during the lockdown, children without intellectual disability) and parental variables (parents receiving online parental support; parents not continuing their usual job during the lockdown either in person or remotely) on adaptive skills the difference T1–T0. Legend: ABAS-II = Adaptive Behavior Assessment System (Second Edition); GAC = general adaptive composite score; CAD = conceptual adaptive domain; SAD = social adaptive domain; PAD = practical adaptive domain; * = significant value.