Current State and Model for Development of Technology-Based Care for Attention Deficit Hyperactivity Disorder

Benyakorn, Songpoom; Riley, S. J.; Calub, Catrina A.; Schweitzer, Julie B.

doi:10.1089/tmj.2015.0169

Cited by 17 publications

(11 citation statements)

References 64 publications

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“…Reason for exclusion Barnett et al [86] Participants are teachers Benyakorn et al [87] Not interventional Bishop [88] Intervention not technology Bonarini et al [89] Population focus not ADHD Bul et al [90] Outcome measures do not assess ADHD-related difficulties Chan et al [91] Not interventional Chen et al [92] Not interventional Christiansen et al [93] Intervention reliant on others Dale and Grut [94] Not exclusively for ADHD Duffy [95] Population focus not ADHD Enebrink et al [96] Population focus not ADHD References Reason for exclusion Epstein et al [97] Intervention reliant on health care professionals Fiellin et al [98] Population focus not ADHD Frutos-Pascual et al [99] Population focus not ADHD Frutos-Pascual and GarciaZapirain [100] Participants typically developing, not ADHD Gray et al [72] ADHD not primary diagnosis of participants Halperin et al [101] Intervention not technology Janeslätt et al [102] Intervention not technology Kim et al [103] Intervention not technology Lim et al [104] Intervention reliant on health care professionals Mazurek and Engelhardt [105] Not interventional Myers et al [106] Participants ADHD diagnosis not confirmed Nie et al [107] Intervention not technology Pandria et al [108] Not interventional Rohani et al [109] Participants ADHD diagnosis not confirmed Rosch and Mostofsky [110] Not interventional Schafer et al [111] Participants not received ADHD diagnosis Schuck et al [112] Participants not received ADHD diagnosis Shah et al 2012 Not interventional Silva et al [113] Technology as outcome measure, not intervention Steeger et al 2016 Participants ADHD diagnosis not confirmed Stephenson [114] Population focus not ADHD Tse et al …”

Section: Appendix 2: References and Reasons For Exclusionmentioning

confidence: 99%

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

Powell¹,

Parker²,

Harpin

2017

Eur Child Adolesc Psychiatry

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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 self-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 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.

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Section: Appendix 2: References and Reasons For Exclusionmentioning

confidence: 99%

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

Powell¹,

Parker²,

Harpin

2017

Eur Child Adolesc Psychiatry

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“…The wearable device obtains data streams from IMUs and an OHR sensor that have been shown to be relevant in measuring hyperactive behaviour (acceleration, gyro, and heart rate data) [ 9 , 23 , 24 , 53 , 54 ].…”

Section: Methodsmentioning

confidence: 99%

“…In this section, the most relevant systems presented in the literature are reviewed. These systems have been designed with wearable devices that help provide a more accurate diagnosis of hyperactive behaviour estimators than traditional tools based on subjective interpretation [ 53 , 54 ].…”

Section: Related Workmentioning

confidence: 99%

Fuzzy Protoform for Hyperactive Behaviour Detection Based on Commercial Devices

Albín-Rodríguez

Ricoy-Cano

Robles

et al. 2020

IJERPH

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Hyperactive behaviour refers to a person making more movement than expected for his or her age and development, acting impulsively, and being easily distracted. There is a need to encourage early and reliable detection through the proposal of new methodologies and systems in the context of hyperactive behaviour to prevent or lessen related problems and disorders. This paper presents a methodology to compute a fuzzy protoform (a linguistic description) as an estimator for hyperactive behaviour. The proposed methodology is developed in a system called Smart HyBeDe, which integrate non-invasive and commercial wearable devices, such as activity bracelets, in order to capture data streams from inertial measurement units and optical heart rate sensors. The generated data by the wearable device are synchronized with a mobile device to process the fuzzy protoform to inform family members and professionals. Three datasets generated by the wearable device in real contexts are presented. These datasets are used to evaluate the impact of wrist choice for the wearable device, multiple fuzzy temporal windows, different aggregation operators, and relevant linguistic terms to define the fuzzy protoform as an estimator for the hyperactive behaviour. The results, analysed by a hyperactive behaviour expert, show that the proposed protoform is a suitable hyperactive behaviour estimator.

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“…As people with ADHD commonly struggle with time management, organisation, completing tasks, and failure to pay attention to details, technology can support them in the difficult task to stay focused in a school or work environment (Hurley, 2018[166]). Benyakorn et al (2016) have analysed the current state of technology-care for ADHD, considering six specific traits that can be helped through technology (Benyakorn et al, 2016[165]). Results are shown in Table 2.8.…”

Section: Assistive Technologymentioning

confidence: 99%

Policy approaches and practices for the inclusion of students with attention-deficit hyperactivity disorder (ADHD)

Mezzanotte¹

2020

OECD Education Working Papers

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This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.  EDU/WKP(2020)26Unclassified OECD EDUCATION WORKING PAPERS SERIES OECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

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Current State and Model for Development of Technology-Based Care for Attention Deficit Hyperactivity Disorder

Cited by 17 publications

References 64 publications

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

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

Fuzzy Protoform for Hyperactive Behaviour Detection Based on Commercial Devices

Policy approaches and practices for the inclusion of students with attention-deficit hyperactivity disorder (ADHD)

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