What is the level of evidence for the use of currently available technologies in facilitating the self-management of difficulties associated with ADHD in children and young people? A systematic review

A number of technologies to help self-manage Attention Deficit Hyperactivity Disorder (ADHD) in children and young people (YP) have been developed. This review will assess the level of evidence for the use of such technologies. The review was undertaken in accordance with the general principles recommended in the Preferred Reporting Items for Systematic Reviews and Meta-Analysis. 7545 studies were screened. Fourteen studies of technology that aim to manage difficulties associated with ADHD in children and YP were included. Primary outcome measures were measures that assessed difficulties related to ADHD. Databases searched were MEDLINE, Web of Science (Core collection), CINAHL, the Cochrane Library, ProQuest ASSIA, PsycINFO and Scopus. The methodological quality of the studies was assessed. This review highlights the potential for the use of technology in paediatric ADHD self-management. However, it also demonstrates that current research lacks robustness; using small sample sizes, non-validated outcome measures and little psychoeducation component. Future research is required to investigate the value of technology in supporting children and YP with ADHD and a focus psychoeducation is needed

Assistive technology for ADHD : a systematic literature review

This paper reports on a study that aimed to identify different assistive technologies that are currently available to support children living with ADHD. This review is conducted by using a systematic approach by collecting and analyzing academically acknowledged qualitative as well as quantitative studies between 2011 and 2019. For the purpose of this study, assistive technologies were divided into three categories namely: 1) Wearables, 2) Mobile technology and applications and 3) Computer-based technology. It was also found that some believe that the use of technology cannot be the aid to support children living with ADHD in a school environment. These results indicate that even though there are several assistive technology solutions that are currently present, there were mixed conclusions on the effectiveness of utilizing assistive technology as an aid of ADHD.NRF UIDhttp://link.springer.combookseries/558hj2021Informatic