An assistive technology design framework for ADHD

In this paper, we present a design framework for ADHD assistive technologies that aims to give researchers grounding in the background research on the condition, to provide a lingua franca, and to highlight potential research directions for HCI researchers within assistive technology. The design framework couples ADHD patient challenge areas to technological opportunities and it provides a set of practical design strategies for developing successful assistive technologies for people with ADHD. The framework is based on empirical studies, ADHD research, and related work on assistive technologies. We map existing assistive technologies and potential new research efforts to the framework concepts. This way we show how it is used to support and advance the research and development of novel assistive technologies for the ADHD domain

The use of information and communication technology to support children and adolescents with ADHD and/or autism with everyday activities. The experience gained from four case studies.

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Changing Family Practices with Assistive Technology: MOBERO Improves Morning and Bedtime Routines for Children with ADHD

Families of children with Attention Deficit Hyperactivity Disorder (ADHD) often report morning and bedtime routines to be stressful and frustrating. Through a design process involving domain professionals and families we designed MOBERO, a smartphone-based system that assists families in establishing healthy morning and bedtime routines with the aim to assist the child in becoming independent and lowering the parents’ frustration levels. In a two-week intervention with 13 children with ADHD and their families, MOBERO significantly improved children’s independence and reduced parents’ frustration levels. Additionally, use of MOBERO was associated with a 16.5% reduction in core ADHD symptoms and an 8.3% improvement in the child’s sleep habits, both measured by standardized questionnaires. Our study highlights the potential of assistive technologies to change the everyday practices of families of children with ADHD

Serving Special Education Students in the Music Classroom: Accommodating and Advocating for Learners with Exceptionalities

Music education programs positively impact the lives of students both socially and emotionally. As the following research suggests, music may have an even greater impact on students with disabilities or exceptionalities. Due to the lack of accessibility, funding, time, training, and other issues, opportunities in music education programs may be limited to groups of students who may not fit the standard music education student profile. As teachers of common core classes may struggle to accommodate students with exceptionalities and may feel as if they are lacking in resources or other needed preparation to adequately serve these students, these struggles are also present in the music classroom. This can potentially inhibit an exceptional student from being involved in a music program or limit the student’s opportunity to participate. The aim of this study is to show why students with exceptionalities may be limited in their involvement in music programs and to help uncover issues that may impede students with exceptionalities from readily participating in music programs to the same extent as students without disabilities. The study’s purpose is to inform music educators and decision makers that music is an all-encompassing subject that should be accessible to all students

Supporting Self-Regulation of Children with ADHD Using Wearables: Tensions and Design Challenges

The design of wearable applications supporting children with Attention Deficit Hyperactivity Disorders (ADHD) requires a deep understanding not only of what is possible from a clinical standpoint but also how the children might understand and orient towards wearable technologies, such as a smartwatch. Through a series of participatory design workshops with children with ADHD and their caregivers, we identified tensions and challenges in designing wearable applications supporting the self-regulation of children with ADHD. In this paper, we describe the specific challenges of smartwatches for this population, the balance between self-regulation and co-regulation, and tensions when receiving notifications on a smartwatch in various contexts. These results indicate key considerations—from both the child and caregiver viewpoints—for designing technological interventions supporting children with ADHD

Designing for Care Ecosystems: a Literature Review of Technologies for Children with ADHD

This paper presents a systematic review of HCI literature focusing on children with ADHD, the prevailing mental health diagnosis in children. Its aim is to (i) chart the state-of-the-art in this domain (e.g. methods used), (ii) identify the ways the HCI community has addressed the needs of children with ADHD (e.g. technologies deployed), and (iii) describe the involvement of the various stakeholders playing a role in their everyday experiences (i.e. their care ecosystem). Our findings show limited engagement of the care ecosystem in the design, development and user studies of current technologies, and shortcomings in designing for multiple ecosystem stakeholders, despite their crucial role. We also find that most HCI contributions are systems aiming to address ADHD-related symptoms. Based on our findings, we provide suggestions for further research and design considerations for future systems that empower and promote the well-being of children with ADHD, while considering their care ecosystem

Attention Deficit Hyperactivity Disorder: Is There an App for That? Suitability Assessment of Apps for Children and Young People With ADHD

Background: Attention-deficit/hyperactivity disorder (ADHD) is a complex highly comorbid disorder, which can have a huge impact on those with ADHD, their family, and the community around them. ADHD is currently managed using pharmacological and nonpharmacological interventions. However, with advances in technology and an increase in the use of mobile apps, managing ADHD can be augmented using apps specifically designed for this population. However, little is known regarding the suitability and usability of currently available apps. Objective: The aim of this study was to explore the suitability of the top 10 listed apps for children and young people with ADHD and clinicians who work with them. It is hypothesized that mobile apps designed for this population could be more suitably designed for this population. Methods: The top 10 listed apps that are specifically targeted toward children and young people with ADHD in the United Kingdom were identified via the Google Play (n=5) and iTunes store (n=5). Interviews were then undertaken with 5 clinicians who specialize in treating this population and 5 children and young people with ADHD themselves, to explore their opinions of the 10 apps identified and what they believe the key components are for apps to be suitable for this population. Results: Five themes emerged from clinician and young people interviews: the accessibility of the technology, the importance of relating to apps, addressing ADHD symptoms and related difficulties, age appropriateness, and app interaction. Three additional themes emerged from the clinician interviews alone: monitoring symptoms, side effects and app effect on relationships, and the impact of common comorbid conditions. The characteristics of the apps did not appear to match well with the views of our sample. Conclusions: These findings suggest that the apps may not be suitable in meeting the complex needs associated with this condition. Further research is required to explore the value of apps for children and young people with ADHD and their families and, in particular, any positive role for apps in the management of ADHD in this age group. A systematic review on how technology can be used to engage this population and how it can be used to help them would be a useful way forward. This could be the platform to begin exploring the use of apps further

Teaching Chemistry to Students with Disabilities: A Manual For High Schools, Colleges, and Graduate Programs - Edition 4.1

Ever since it was first published, Teaching Chemistry to Students with Disabilities: A Manual for High Schools, Colleges, and Graduate Programs has served as a vital resource in the chemistry classroom and laboratory to students with disabilities as well as their parents, teachers, guidance counselors, and administrators. The comprehensive 4th edition was last updated in 2001, so the American Chemical Society’s (ACS) Committee on Chemists with Disabilities (CWD) thought it prudent to update such a valuable text at this time. In a changing time of technology, rapid access to information, accessibility tools for individuals with disabilities, and publishing, Edition 4.1 is being published digitally/online as an Open Access text. Having Teaching Chemistry to Students with Disabilities: A Manual for High Schools, Colleges, and Graduate Programs in this format will allow for widespread dissemination and access by maximum numbers of readers at no cost- and will allow the text to remain economically sustainable.https://scholarworks.rit.edu/ritbooks/1001/thumbnail.jp

Children with ADHD and their Care Ecosystem: Designing Beyond Symptoms

Designing for children with ADHD has been of increasing interest to the HCI community. However, current approaches do not adequately involve all relevant stakeholders, and primarily focus on addressing symptoms, following a medical model of disability that is extrinsic to neurodivergent interests. To address this, we employed a multi-step, multi-stakeholder approach (N=31). First, we conducted 1) interviews with children with ADHD and their care ecosystem followed by 2) a co-design pilot with one child with ADHD and his therapists and an interview with a UX designer and an occupational therapist. We then employed 3) co-design sessions with neurotypical children and children with ADHD, and 4) a focus group with their therapists. We identified communication and reflection as key concepts for empowering and promoting the well-being of children with ADHD and their care ecosystem. We contribute design implications for future systems aiming to promote the overall well-being of this population