Accepted for/Published in: JMIR Mental Health
Date Submitted: Aug 1, 2023
Date Accepted: Oct 22, 2023
(closed for review but you can still tweet)
Warning: This is an author submission that is not peer-reviewed or edited. Preprints - unless they show as "accepted" - should not be relied on to guide clinical practice or health-related behavior and should not be reported in news media as established information.
Effectiveness of technology-based interventions for school-age children with attention-deficit/hyperactivity disorder: A systematic review and meta-analysis of randomised controlled trials
ABSTRACT
Background:
Attention-deficit/hyperactivity disorder (ADHD) is relatively common among school-age children. Technology-based interventions, such as computer-assisted training programs, neurofeedback training and virtual reality, show promise in regulating the behaviours and cognitive functions of children with ADHD. An increasing number of randomised controlled trials (RCTs) have been conducted to evaluate the effectiveness of these technologies in improving the conditions of children with ADHD.
Objective:
The purpose of this study was to conduct a systematic review of technological interventions for school-age children with ADHD and perform a meta-analysis of the outcomes of technology-based interventions.
Methods:
A total of 19 randomised controlled studies with 1,843 participants were included. ADHD behaviours, cognitive functions, learning ability and quality of life were addressed in this study.
Results:
Random effects meta-analyses found small and significant effect sizes in computer-rated inattention, parent-rated overall executive function measured by Behaviour Rating Inventory of Executive Function, parent-rated disruptive behaviour disorder measured by Child Behaviour Checklist and Disruptive Behaviour Disorder Rating Scale, and visual attention measured by Continuous Performance Test and Reaction Time.
Conclusions:
Technology-based interventions are promising treatments for improving certain ADHD behaviours and cognitive functions among school-age children with ADHD.
Citation
