Designing Assistive Technologies for the ADHD Domain

Assistive technologies have proven to support and empower people with a variety of mental diagnoses in performing self-care activities in their everyday lives. However, little research has explored the potentials for assistive technologies for people with Attention Deficit Hyperactivity Disorder (ADHD). In this paper, we identify a set of challenges that children with ADHD typically experience, which provides an empirical foundation for pervasive health researchers to address the ADHD domain. The work is grounded in extensive empirical studies and it is contextualized using literature on ADHD. Based on these studies, we also present lessons learned that are relevant to consider when designing assistive technology to support children with ADHD. Finally, we provide an example (CASTT) of our own work to illustrate how the presented findings can frame research activities and be used to develop novel assistive technology to empower children with ADHD and improve their wellbeing.

[1]  Preben Bo Mortensen,et al.  Long-term criminal outcome of children with attention deficit hyperactivity disorder. , 2013, Criminal behaviour and mental health : CBMH.

[2]  V. Harpin,et al.  The effect of ADHD on the life of an individual, their family, and community from preschool to adult life , 2005, Archives of Disease in Childhood.

[3]  Hartmut Heinrich,et al.  Annotation: neurofeedback - train your brain to train behaviour. , 2007, Journal of child psychology and psychiatry, and allied disciplines.

[4]  Benjamin B. Lahey,et al.  Academic Achievement Over 8 Years Among Children Who Met Modified Criteria for Attention-deficit/Hyperactivity Disorder at 4–6 Years of Age , 2008, Journal of abnormal child psychology.

[5]  Gillian R. Hayes,et al.  vSked: evaluation of a system to support classroom activities for children with autism , 2010, CHI.

[6]  R. Barkley.  Behavioral inhibition, sustained attention, and executive functions: constructing a unifying theory of ADHD. , 1997, Psychological bulletin.

[7]  Myron Genel,et al.  Diagnosis and Treatment of Attention-Deficit/Hyperactivity Disorder in Children and Adolescents , 1998 .

[8]  Gillian R. Hayes,et al.  Interactive visual supports for children with autism , 2010, Personal and Ubiquitous Computing.

[9]  B. Horta,et al.  The worldwide prevalence of ADHD: a systematic review and metaregression analysis. , 2007, The American journal of psychiatry.

[10]  A. Sadeh,et al.  The effects of sleep restriction and extension on school-age children: what a difference an hour makes. , 2003, Child development.

[11]  J. Lubar,et al.  Evaluation of the effectiveness of EEG neurofeedback training for ADHD in a clinical setting as measured by changes in T.O.V.A. scores, behavioral ratings, and WISC-R performance , 1995, Biofeedback and self-regulation.

[12]  L. Hechtman,et al.  Long-Term Use of Stimulants in Children with Attention Deficit Hyperactivity Disorder , 2003 .

[13]  R. Barkley,et al.  Stimulant Medication and Parent Training Therapies for Attention Deficit-Hyperactivity Disorder , 1991, Journal of learning disabilities.

[14]  G W Lauth,et al.  Observation of children with attention-deficit hyperactivity (ADHD) problems in three natural classroom contexts. , 2006, The British journal of educational psychology.

[15]  Paul Johns,et al.  In situ cues for ADHD parenting strategies using mobile technology , 2014, PervasiveHealth.

[16]  K. Kerns,et al.  Time Reproduction in Children With ADHD: Motivation Matters , 2003, Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence.

[17]  Christian Gluud,et al.  Attachment Competences in Children With ADHD During the Social-Skills Training and Attachment (SOSTRA) Randomized Clinical Trial , 2015, Journal of attention disorders.

[18]  Huiru Zheng,et al.  A theoretic algorithm for fall and motionless detection , 2009, 2009 3rd International Conference on Pervasive Computing Technologies for Healthcare.

[19]  Vincent J Monastra,et al.  The Effects of Stimulant Therapy, EEG Biofeedback, and Parenting Style on the Primary Symptoms of Attention-Deficit/Hyperactivity Disorder , 2002, Applied psychophysiology and biofeedback.

[20]  Gregory D. Abowd,et al.  CareLog: a selective archiving tool for behavior management in schools , 2008, CHI.

[21]  W. Barbaresi,et al.  Mortality, ADHD, and Psychosocial Adversity in Adults With Childhood ADHD: A Prospective Study , 2013, Pediatrics.

[22]  M. DePrenger,et al.  Feasibility study of a smart pen for autonomous detection of concentration lapses during reading , 2010, 2010 Annual International Conference of the IEEE Engineering in Medicine and Biology.

[23]  C. G. Lim,et al.  A Brain-Computer Interface Based Attention Training Program for Treating Attention Deficit Hyperactivity Disorder , 2012, PloS one.

[24]  H. Forssberg,et al.  Computerized training of working memory in children with ADHD--a randomized, controlled trial. , 2005, Journal of the American Academy of Child and Adolescent Psychiatry.

[25]  Sinziana Mazilu,et al.  Online detection of freezing of gait with smartphones and machine learning techniques , 2012, 2012 6th International Conference on Pervasive Computing Technologies for Healthcare (PervasiveHealth) and Workshops.

[26]  R. Barkley,et al.  Social and emotional impairment in children and adolescents with ADHD and the impact on quality of life. , 2010, The Journal of adolescent health : official publication of the Society for Adolescent Medicine.

[27]  R. Klein,et al.  Lifetime criminality among boys with attention deficit hyperactivity disorder: A prospective follow-up study into adulthood using official arrest records , 2008, Psychiatry Research.

[28]  Eia Asen,et al.  ‘Hearts on their sleeves’: the use of systemic biofeedback in school settings , 2010 .