Currently submitted to: JMIR Neurotechnology
Date Submitted: May 21, 2026
Open Peer Review Period: Jun 4, 2026 - Jul 30, 2026
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Enhancing real-world benefits of computerised cognitive training for children with ADHD by involving their parents: Introducing Interactive Parent-And-Child Cognitive Training
ABSTRACT
Background:
Computerised cognitive training for attention-deficit/hyperactivity disorder (ADHD) has shown limited transfer to everyday functioning. This may reflect insufficient attention to the routine contexts and parent–child interactions in which self-regulation difficulties occur.
Objective:
To develop and conduct early concept testing of Interactive Parent-And-Child Cognitive Training (InPACT) and its first digital intervention model, Grow Together (GT), designed to support routine-embedded child practice and parent scaffolding.
Methods:
Guided by InPACT, we developed “Grow Together” (GT), a gamified parent–child digital intervention, in four stages. First, we mapped high-frequency functional breakdowns using evidence synthesis and semi-structured interviews with 16 caregiver–child dyads in China. Second, we specified trainable child functions and parent scaffolding targets. Third, we translated these targets into concrete GT features. Finally, we conducted pre-software concept testing with 19 caregiver–child dyads in the UK and China using validated implementation measures (AIM, IAM, FIM) and user-experience interviews.
Results:
Difficulties clustered around homework, morning routines, transitions and waiting, bedtime, chores, and conflict. Across routines, breakdowns typically involved child difficulties initiating, persisting, switching, waiting, or recovering after frustration, combined with caregiver overload, inconsistent prompting, and dyadic escalation. These findings were translated into routine-specific “Seeds”, child-facing “Protector Missions” that present controlled game analogues of real-life challenges, caregiver-facing “Gardener Toolkits” for scaffolding and calm follow-through, and reciprocal feedback and restart procedures linking game practice to everyday implementation. Concept testing indicated high parent-rated acceptability, appropriateness, and feasibility (AIM/IAM/FIM means 4.75–4.92 out of 5), with children responding positively to the garden theme, reward mechanics, and mission structure.
Conclusions:
InPACT offers a theoretically grounded framework for bridging the generalisation gap by embedding training within daily routines and targeting the parent–child dyad. Preliminary evidence supports the plausibility of this approach across settings and justifies subsequent iterative prototyping and feasibility testing.
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