Designing an iPad App to Monitor and Improve Classroom Behavior for Children with ADHD: iSelfControl Feasibility and Pilot Studies

Abstract

Children with Attention Deficit/Hyperactivity Disorder (ADHD) receive approximately 80% of instruction in the general education classroom, where individualized behavioral management strategies may be difficult for teachers to consistently deliver. Mobile device apps provide promising platforms to manage behavior. This pilot study evaluated the utility of a web-based application (iSelfControl) designed to support classroom behavior management. iSelfControl prompted students every ‘Center’ (30-minutes) to self-evaluate using a universal token-economy classroom management system focused on compliance, productivity, and positive relationships. Simultaneously, the teacher evaluated each student on a separate iPad. Using Multi Level Modeling, we examined 13 days of data gathered from implementation with 5th grade students (N = 12) at a school for children with ADHD and related executive function difficulties. First, an unconditional growth model evaluated the overall amount of change in aggregated scores over time as well as the degree of systematic variation in scores within and across teacher-student dyads. Second, separate intercepts and slopes were estimated for teacher and student to estimate degree of congruency between trajectories. Finally, differences between teacher and student scores were tested at each time-point in separate models to examine unique ‘Center’ effects. 51% of the total variance in scores was attributed to differences between dyads. Trajectories of student and teacher scores remained relatively stable across seven time-points each day and did not statistically differ from each other. On any given day, students tended to evaluate their behaviors more positively (entered higher scores for themselves) compared to corresponding teacher scores. In summary, iSelfControl provides a platform for self and teacher evaluation that is an important adjunct to conventional classroom management strategies. The application captured teacher/student discrepancies and significant variations across the day. Future research with a larger, clinically diagnosed sample in multiple classrooms is needed to assess generalizability to a wider variety of classroom settings.

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

“…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 …”

Updates in technology-based interventions for attention deficit hyperactivity disorder

“…Mobile apps have been developed to support young persons and their caregivers including parents, teachers and professionals, as well as adults with ADHD [ 77 , 78 ]. Despite the large number of apps available, they may not necessarily match the users’ needs and there has been little research done to properly evaluate them [ 79 , 80 ▪ ].…”

Применение Компьютерных Игровых Технологий Для Развития Регуляторных Функций Дошкольников

“…В связи с этим многие ученые стремятся исполь-зовать основные игровые принципы для создания развивающих видеоигр и приложений, направленных на улучшение когнитивных навыков [15,20,21,22]. Рассмотрим подробнее, какие задачи пытаются решить исследователи с помощью создания развивающих игровых приложений.…”

“…Большинство детей школьного возраста обладает своими персональными электронными устройствами (гаджетами), что поз-воляет использование различных приложений, которые не обязательно должны быть связаны с играми. Так, коллектив ученых под руководством С. Шук [22] разработал приложение iSelfControl для IPad, которое позволя-ет ученикам с синдромом гиперактивности отслеживать и оценивать свое поведение в классе. Каждые 30 минут ребенок должен оценивать степень следования правилам, свою производительность и умение построить по-зитивные взаимоотношения.…”