Understanding Problematic Social Media Use in Adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD): A Narrative Review and Clinical Recommendations

Abstract

Attention-Deficit/Hyperactivity Disorder (ADHD) is consistently associated with a host of social problems, such as victimization and difficulties in maintaining close friendships. These problems are not limited to offline relations but also manifest in the online social world, as previous research shows that ADHD is associated with problematic use of social media. Given the ubiquitous nature of social media, the goal of the current review is to understand why adolescents with ADHD demonstrate more problematic social media use than their typically developing peers. To this end, we provide a narrative review on the evidence for the link between ADHD and social media use, and consequently present an integrative framework, which encompasses neurobiological mechanisms (i.e., imbalance theory of brain development and dual pathway model of ADHD) and social mechanisms, including influences from peers and parents. We conclude that empirical work shows most consistent evidence for the link between problematic social media use and ADHD (symptoms), while intensity of social media use is also associated with several other behaviors and outcomes. Finally, we hypothesize how existing interventions for ADHD may work on the identified mechanisms and provide at-hand clinical recommendations for therapists working with adolescents with ADHD who exhibit problematic social media use.

Screen time, impulsivity, neuropsychological functions and their relationship to growth in adolescent attention-deficit/hyperactivity disorder symptoms

“…According to our results, it appears that there is strong evidence for a common vulnerability to heavy screen time use and adolescents’ neurocognitive risk for ADHD symptoms. It might be argued that adolescents vulnerable to ADHD or those with higher levels of ADHD symptoms are particularly drawn to digital media because they offer activities presenting them with brief, superficial and stimulating parcels of content, without much need to exert cognitive control and allowing for constant attentional switching 46 . Indeed, according to the American Psychiatric Association 47 , adolescents who live with ADHD often have difficulties in finishing cognitive tasks requiring extended periods of sustained attention and show a preference for immediate as opposed to delayed rewards, because of their impulsive attitude.…”

Efficacy of Integrated Neurofeedback and Virtual Reality Training in Children with ADHD: A Randomized Controlled Trial

“…Existing research shows that in patients aged 7-10, 30%-50% of ADHD patients may exhibit conduct disorders and antisocial behaviors, such as theft and lying [8], and more than 25% of patients have problems fighting with other children [9]. Approximately 58% of ADHD patients experience a decline in academic performance [10], and 25%-30% of patients have a noticeable trend of difficulty in handling social relationships, which also increases the risk of risky behaviors [11]. Only 10% to 20% of ADHD patients reach adulthood without being diagnosed with other mental disorders [12].…”