Parents of children with Special Educational Needs and Disabilities in the UK (n = 241) were asked to describe the impact of COVID-19 on their own mental health and that of their child. An inductive content analysis of the data was undertaken. Both parents and children appear to be experiencing loss, worry and changes in mood and behaviour as a result of the rapid social changes that have occurred. Some parents reported feeling overwhelmed and described the impact of child understanding and awareness. Finally, a minority of parents reported that COVID-19 has had little impact on mental health in their family, or has even led to improvements. Implications for how to support these families in the immediate future are discussed.

Parents of children with Special Educational Needs and Disabilities in the UK (n=241) were asked to describe the impact of COVID-19 on their own mental health and that of their child. An inductive content analysis of the data was undertaken. Both parents and children appear to be experiencing loss, worry and changes in mood and behaviour as a result of the rapid social changes that have occurred. Some parents reported feeling overwhelmed and described the impact of child understanding and awareness. Finally, a minority of parents reported that COVID-19 has had little impact on mental health in their family, or has even led to improvements. Implications for how to support these families in the immediate future are discussed.

The COVID-19 pandemic has had a huge impact on how people go about their day to day life. The sudden change, along with necessary measures such as self-isolation and social distancing has been particularly challenging for children with special educational needs and disabilities (SENDs) and their families, given their reliance on many on carefully established routines and relationships as well as professional and informal support. Three hundred and thirty nine parents of children with SENDs (the majority with Autism Spectrum Conditions) completed an online survey during the first two months of the social distancing in the UK (23rd March 2020 - 22nd May 2020). Parents provided detailed accounts of their family’s needs both to support their child during lockdown and to transition back to school. Many of these support needs during lockdown were either unique to families of children with SENDs or represented a more profound challenge than in most neurotypical families. There were considerable differences in satisfaction with support during COVID-19 suggesting wide variation in support provided to families of children with SENDs. The findings also suggest that educators and policy makers should place the implementation of clear routines and targeted mental health support at the centre of any strategy designed to support children with SENDs in making the transition back to school. The study provides preliminary insights into parental perspectives on support during the COVID-19 pandemic for families with children with SENDs.

Purpose -The increase in the popularity of cryptocurrency market, various literature figure out the macroeconomic factors that effect the price movements of cryptocurrencies. This research aims to identify the interaction between gold, brent oil and bitcoin. Methodology -The database includes the Daily prices of Bitcoin, gold and brent oil prices between the period of 28.04.2013-23.07.2019 which consist of 484 daily data. Natural logaritm for each indicator is used. First, the stationarity of the series were analyzed with ADF (Augmented Dickey Fuller) unit root test. Lag lengths are determined. Interactions between the series were analyzed by the Impulse-Response Function and Variance Decomposition methods. Findings-The series are found out to be stationary at first difference. Impulse response graphs indicate that all variables respond in a reducing way to reducing shocks occurred in each indicator. Shocks have lost their effect on average in 5 days. Conclusion-The results indicate that the effect of gold and brent oil prices on bitcoin daily prices do not have a strong effect. The results may be beneficial for investors to consider diversification for the portfolios.

Background and aims Play-based interventions are used ubiquitously with children with social, communication, and language needs but the impact of these interventions on the mental health of this group of children is unknown. Despite their pre-existing challenges, the mental health of children with developmental language disorder (DLD) and autism spectrum disorder (ASD) should be given equal consideration to the other more salient features of their condition. To this aim, a systematic literature review with meta-analysis was undertaken to assess the impact of play-based interventions on mental health outcomes from studies of children with DLD and ASD, as well as to identify the characteristics of research in this field. Methods The study used full systematic review design reported to the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) guidelines (PRISMA prisma-statement.org) with pre-specified inclusion criteria and explicit, transparent and replicable methods at each stage of the review. The study selection process involved a rigorous systematic search of seven academic databases, double screening of abstracts, and full-text screening to identify studies using randomised controlled trial (RCT) and quasi-experimental (QE) designs to assess mental health outcomes from interventions supporting children with DLD and ASD. For reliability, data extraction of included studies, as well as risk of bias assessments were conducted by two study authors. Qualitative data were synthesised narratively and quantified data were used in the metaanalytic calculation. Main contribution A total of 2,882 papers were identified from the literature search which were double screened at the abstract (n  =  1,785) and full-text (n  =  366) levels resulting in 10 papers meeting the criteria for inclusion in the review. There were 8 RCTs and 2 QEs using 7 named play-based interventions with ASD participants only. Meta-analysis of 5 studies addressing positive mental health outcomes (e.g. positive affect and emotional functioning) found a significant overall intervention effect (Cohen's d = 1.60 (95% CI [0.37, 2.82], p = 0.01); meta-analysis of 6 studies addressing negative mental health outcomes (e.g., negative affect, internalising and externalising problems) found a non-significant overall intervention effect (Cohen's d = 0.04 -0.17 (95% CI [-0.04, 0.51], p = 0.88). Conclusions A key observation is the diversity of study characteristics relating to study sample size, duration of interventions, study settings, background of interventionists, and variability of specific mental health outcomes. Play-based interventions appear to have a beneficial effect on positive, but not negative, mental health in children with ASD. There are no high quality studies investigating the efficacy of such interventions in children with DLD. Implications This review provides good evidence of the need for further research into how commonly used play-based interventions designed to support the social, communication, and language needs of young people may impact the mental health of children with ASD or DLD.