Effectiveness of Assessment, Diagnostic and Intervention ICT Tools for Children and Adolescents with ADHD

Arhondoula Alexopoulou, Alexandra Batsou, Athanasios S. Drigas


The major technological leaps that have taken place over the last years, one of which is the creation and increasing use of ICT (Technology, Information and Communication), require a reconsideration of the capability of the computers to meet the expectations of modern education, especially in the field of Special Education. Researches confirm that new technologies offer liberating and amazing opportunities to people with disabilities, as these are not just limited to simple information management but can also operate supportively, improving the learning ability, the academic performance and functionality of the people that have special needs and those with special, educational needs. In this review there is a brief reference on some of the ICT assessment, diagnostic and intervention tools of the past decade, for children with attention and hyperactivity disorders (ADHD). It also refers to the direct connection and interaction between attention and memory capacity as well as, how, with the help of technology, we evaluate, improve memory, and thus attention. The deficit of ADHD in its executive functions and how these can be improved with the help of technology is also brought up in this review.


ADHD, Executive Functions (EF), working memory (WM), assessment, diagnostic, intervention tools, Assistive Technology, Brain Computer Interface (BCI), Biofeedback/Neurofeedback, Natural User Interfaces (NUIs)

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International Journal of Recent Contributions from Engineering, Science & IT (iJES) – eISSN: 2197-8581
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