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Accepted for/Published in: JMIR Formative Research

Date Submitted: Jan 12, 2022
Open Peer Review Period: Jan 12, 2022 - Mar 9, 2022
Date Accepted: Nov 11, 2022
(closed for review but you can still tweet)

The final, peer-reviewed published version of this preprint can be found here:

An Emotional Bias Modification for Children With Attention-Deficit/Hyperactivity Disorder: Co-design Study

Zhang M, Vallabhajosyula R

An Emotional Bias Modification for Children With Attention-Deficit/Hyperactivity Disorder: Co-design Study

JMIR Form Res 2022;6(12):e36390

DOI: 10.2196/36390

PMID: 36485019

PMCID: 9789490

Emotional Bias Modification for Children with Attention Deficit Hyperactivity Disorder: A Co-Design Study

  • Melvyn Zhang; 
  • Ranganath Vallabhajosyula

ABSTRACT

Background:

Introduction One of the common neurodevelopment disorders is that of attention deficit hyperactivity disorder (ADHD). Children with ADHD typically have difficulties with emotional regulation. Previous studies have investigated the assessment for underlying emotional biases by using the visual probe task. However, one of the major limitations of the visual probe task is that it is onerous and repetitive over time. Prior research has examined the use of gamification methods in addressing the limitation of the emotional bias visual probe task. There has also been increased recognition of the potential of participatory action research methods, and how it could help make conceptualized interventions more relevant.

Objective:

The primary aim of this study was in collating healthcare professionals’ perspective on the limitations of the existing visual probe task, and to determine if gamification elements were viable to be incorporated.

Methods:

A co-design workshop was conducted. Healthcare professionals from the Department of Development Psychiatry, Institute of Mental Health, Singapore were invited to participate. Participants were asked to identify limitations and to suggest potential methods to overcome some of the identified limitations. Subsequently, participants were shown examples of existing gaming interventions in the published literature and on commercial stores. They were asked to comment on the advantages and limitations of these interventions. Finally, participants were asked if the inclusion of gamification techniques would be appropriate.

Results:

4 healthcare professionals consented and participated. Several limitations were identified with regards to the conventional emotional bias intervention. These included the nature of the task parameters, the included stimulus set, and factor that could have an impact on the accuracy of responding to the task. In the examination of existing ADHD games, participants raised concerns pertaining to the evidence base of some of the applications and articulated that any developed ADHD game ought to clearly identify the specific skill set that was targeted. For gamification strategies, participants preferred economic and performance-based gamification approaches.

Conclusions:

This study has managed to elucidate healthcare professionals’ perspectives towards the refinement of a conventional emotional bias intervention for individuals with ADHD.


 Citation

Please cite as:

Zhang M, Vallabhajosyula R

An Emotional Bias Modification for Children With Attention-Deficit/Hyperactivity Disorder: Co-design Study

JMIR Form Res 2022;6(12):e36390

DOI: 10.2196/36390

PMID: 36485019

PMCID: 9789490

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