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Attention-deficit/hyperactivity disorder (ADHD) is a neurobehavioural disorder. “The characteristic features of children and adolescents with attention deficit hyperactivity disorder (ADHD) are excessive motor activity, inattention, and impulsiveness.” (Lange, Reichl, Lange, Tucha, & Tucha, 2010).  

 

The DSM-IV (2000) has established fidgeting and an inability to sit still, not being able to wait to hear a whole question before speaking the answer, interrupting others often, inability to wait or take turns, endless talking, loud participation in tasks, acting as if they operate by a motor as the effects of ADHD. According to Adyanthaya and Ismail (2016), children with ADHD have been found to be of a greater risk in developing health problems like dental problems due to nail and lip biting, chewing on objects like pens/pencils, and ineffective teeth cleaning due to lack of attention. Children with ADHD also run at risk of an increased risk of alcohol and tobacco use, as well as overeating.

 

Karande (2005) conveys that children with ADHD need to have positive interactions with others, receive lots of praise for positive behaviours, be ignored for acting negatively and receive punishments for behaviours which are undesirable. Our app will employ a positive feedback system in order to encourage the user to keep participating. If the answer is wrong the child will see a screen saying to try again and if the answer is right the child will receive a medal and a statement telling them they have done a good job.

 

ADHD is the most common neurobehavioural disorder of children diagnosed. ADHD reportedly affects 3-5% of the general population. 30-50% of individuals with childhood ADHD continue to show symptoms in adulthood (Mannuzza et al., 1991).

 

Differences have been reported between gender. Barkley (1998) found ADHD has a mean onset age between infancy and age 7. Barkley et al. (1990) reported of 5-7% in boys and 2-4% in girls. McDermott (1996) reported girls have less symptoms than boys, although these results have been contradicted in other studies.

 

ADHD has been found to occur alongside epilepsy (Sander, 2003). Epilepsy is a neurological disorder which causes sensory disturbance, loss of consciousness, convulsions.

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Digital tools and learning aids for children with ADHD:

 

There are many digital tools already available that have been shown to improve educational performance for individuals with ADHD. Digital tools can be used in order to help battle an individual’s focus issues. They can help individuals to stay on task, improve focus, remind them of deadlines, with organisation and aid creating a higher level of productivity.

 

McClanahan, Williams, Kennedy, and Tate (2012) carried out a study using an iPad and a boy with ADHD. This study aimed to examine the boys reading skills before the iPad and after using the iPad in learning. They found that the ADHD participant gained one year’s growth in reading skills with a six-week time period. The growth was gained through the use of the iPad. The study found the digital tool helped the individual to focus his attention, grow his confidence and offered control to his learning.

 

The use of interactive whiteboards can help provide visual stimuli through the use of colours which may highlight key words and ideas. Organisation apps, like StudentLife Organizer, which is available on most smart phones may also be of use to individuals with ADHD. The StudentLife Organizer app employs the use of a calendar timetable for a clear display and easy scheduling of all classes, homework, extra-curricular activities and any other events in the individuals life. It also has the function of setting reminders to keep track of all their homework, projects and other school tasks for each school subject so the user will never miss a deadline.

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Another app currently available on most smart phones is Good Job (ADHD assistant). This app aims to beat ADHD blues through the use of rewards for the individual doing their daily routines. This app is designed for all people that struggle with ADHD attention issues. Good Job (ADHD assistant) aims to help an individual with ADHD self-manage their routine, to overtime wean off the app by teaching the individual the basic skills and values of focusing on their routine to the point in which they no longer require the app, and to help overcome negative self-criticism when the individual fails at a daily task, with positive motivation and self-respect. The app aims to help individuals facing challenges like self-confidence loss caused by forgetting to do a simple task like forgetting to brush their teeth in the morning, stress related causes like not being ready to leave the house when everybody else is ready and waiting. Good Job (ADHD assistant) also aims to help the family of the ADHD individual. The apps outcome in achieving this is down to its check list feature. It is often a strain for family members to constantly be reminding an ADHD individual of their tasks and belongings, family members may become frustrated with the individual as they may misconstrue your intentions as laziness or stupidity. Others may also think the individual does not care due to constantly having to remind the individual of the same things they are constantly forgetting on a daily basis. This app features a fun check list for various morning and evening tasks. It is easy to use, meaning changing lists is possible. Rewards through the use of a daily motivational posters are achieved simply through the completion of the individuals daily routines.