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

O brinquedo LEGO® como dispositivo para promoção da atenção em crianças com perturbação de hiperatividade e défice de atenção

Esta pesquisa de abordagem qualitativa teve como objetivo compreender o desempenho, focalizado ao nível da atenção, de crianças com Perturbação de Hiperatividade e Défice de Atenção (PHDA) ao brincar com brinquedos LEGO®. Para tal, participaram 20 crianças com diagnóstico de PHDA, entre seis e 12 anos, estudantes do Ensino Básico, no Brasil. Das crianças com PHDA, muitas são desatentas. A rede atencional faz parte das redes que se ativam no córtex pré-frontal, área do cérebro com desempenho comprometido no PHDA. O brincar é um recurso de apreender, presente desde a infância. De acordo com os estudos da Psicologia, é fundamentado por necessidades inatas, predisposição hereditária que possibilita desenvolver habilidade física, mental e social da criança. Essa pesquisa pretende responder se o brincar com brinquedos contendo exercícios de construção e ordenação (eleito como brinquedo crítico, o LEGO®) é uma atividade com estímulos externos consistentes que minimiza ou torna ausente a desatenção no momento da brincadeira, constituindo-se, assim, como um potencial dispositivo para intervenções ao nível da atenção das crianças com PHDA, em atividades propostas nas áreas da Educação e Clínica.This qualitative research aimed to observe the performance, focused at the level of attention, of children with Attention Deficit Hyperactivity Disorder (ADHD), when playing with LEGO® toys. To this end, 20 children diagnosed with ADHD, aged between six and 12 years, primary school students in Brazil, have participated. Among children with ADHD, many are inattentive. The attentional network is part of the networks that are activated in the prefrontal cortex, an area of the brain with compromised performance in ADHD. Play is a learning resource, present since childhood. According to Psychology studies, it is grounded by innate needs, hereditary predisposition that enables to develop physical, mental and social ability of the child. This research intends to answer if playing with toys containing construction and ordering exercises (chosen as a critical toy, LEGO®) is an activity with consistent external stimuli that minimizes or makes inattention at the time of play absent, thus constituting a potential device for interventions at the attention level of children with ADHD, in activities proposed in the areas of Education and Clinical.Programa Doutoral em Psicologi

Finding resilience through music for neurodivergent children

This research paper presents a collaborative effort to design a music-making tool that seamlessly blends enjoyment with accessibility, specifically tailored to meet the needs of children with diverse abilities including those who are neurodiverse and have varying musical abilities. The study's primary objective is to provide support to children who encounter challenges in learning traditional musical instruments or who have sensory processing issues and learn their experience of using this tool. Additionally, the research explores the potential role of music therapy in this context, with a focus on how the designed tool can serve as an ideal platform for fostering creativity and self-regulation among children. Qualitative research methods, namely participatory design and cooperative inquiry, were employed to develop and refine different aspects of the music-making tool iteratively. Active involvement and feedback from the primary participants, comprising children with diverse abilities and a music therapist, played a central role throughout the tool's development process. The findings indicate that children responded positively to the technology, revealing diverse applications in music education, therapy, and play. Furthermore, this study identified valuable opportunities for immediate improvements in the robot's design to enhance its overall usability and effectiveness in catering to the needs of its users. The collaborative design approach and the integration of music therapy perspectives demonstrate significant potential for advancing inclusive music education, play and therapeutic interventions for children with diverse abilities

Understanding the design of breathing exercise games

For leading a healthy life, regular breathing exercises can be beneficial. Digital games may have the potential to help people practice breathing exercises in an engaging way. However, not much understanding exists to design such breathing exercise games. To contribute to such an understanding, I created three Virtual Reality (VR) prototype games that used breathing as the primary control mechanism. I selected virtual reality head-mounted display technology because it allows players to focus on the virtual environment and limit external distractions, which is beneficial for breathing exercises. I conducted a formal analysis of gameplay on my three prototypes to develop my final game Life Tree. Life Tree is a single player VR game in which a player controls the growth of a virtual tree by practicing pursed-lip breathing technique. Thirty-two participants were interviewed and filled out a questionnaire after playing Life Tree. Analysis of the data identified four key themes of affecting the experience of participants: 1) Designing Breathing Feedback; 2) Increasing Self-awareness of Breathing and Body; 3) Facilitating Focused Immersion and, 4) Engagement with Breathing Hardware. I used these themes to articulate a set of breathing exercise game design strategies. Game designers may consider these design strategies to develop engaging breathing exercise games

Design and Evaluation of a Wearable Assistive Technology for Children with ADHD

Attention Deficit Hyperactivity Disorder (ADHD), one of the most common neurodevelopmental disorders amongst children, is characterised by inattention and/or hyperactivity/impulsivity. Attention deficits lead to difficulties in sustaining attention and being easily distracted, interfering with development and functioning in children with ADHD. Environmental variables, such as sounds, colour schemes and lighting, may affect the performance of such children. There is little research on the effect of these variables and on assistive technologies for these children. Study 1 explored the experiences and attitudes of mothers of children with ADHD towards behavioural, environmental and technological interventions to help their children. Key findings were listening to readings of the Quran was found to calm children and help them concentrate more, suggesting that sound has a beneficial effect; Mothers were willing to have their children use assistive technologies. Focusing on sound, Studies 2 and 3 investigated the effect of white and pink noise on children with ADHD. Both noise types improved attention. Therefore, the ADHD Headmuffs, which incorporate white noise, were developed and their effectiveness in improving attention and reducing visual and auditory distractors in children with ADHD was investigated in Study 4. The ADHD Headmuffs both with and without white noise resulted in positive effects on children, but with an added benefit for white noise. Study 5 investigated children’s satisfaction and acceptance of the ADHD Headmuffs. Children were satisfied and accepting of the Headmuffs but highlighted the need for customization. Study 6 evaluated the usability and acceptability of the ADHD Headmuffs with experts who reported that the Headmuffs are usable and acceptable and also highlighted further interesting issues. The key contribution of this thesis is an assistive technology, the ADHD Headmuffs, incorporating white or pink noise to improve attention and reduce visual and auditory distractors in children with ADHD