Effectiveness of Technology-Based Interventions for School-Age Children With Attention-Deficit/Hyperactivity Disorder: Systematic Review and Meta-Analysis of Randomized Controlled Trials
JMIR Mental Health
Wong, K. P., Qin, J., et al. (2023).
JMIR Mental Health, 10, e51459.
<div>This systematic review with meta-analysis investigates the effects of technology-based interventions on behvior, cognitive function, and well-being in children, 6 to 12 years old, with attention deficit hyperactivity disorder (ADHD). This summary highlights conclusions within the scope of speech-language pathology.</div>
Not stated
From database inception to April 2022
<div>Randomized controlled trials</div>
19
<div>Technology-based interventions showed small, significant improvements in some executive function domains of school-age children with ADHD as follows:</div>
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<ul>
<li>Parent-rated overall executive function: Standard Mean Difference (SMD)=-0.35 on the Behavior Rating Inventory of Executive Function (BRIEF).</li>
<li>Computer-rated visual attention: SMD=-0.42 on the Continuous Performance Test and SMD=-0.43 on the Reaction Time.</li>
</ul>
</div>
<div>Technology-based interventions showed nonsignificant improvements in inhibition, flexibility, emotional control, initiation, planning and organization, organizing materials, monitoring, metacognition, auditory attention, and reading fluency. Computer-rated working memory found significant effects for the control (SMD=1.49) compared to technology-based interventions on the Wechsler Intelligence Scale for Children-IV (WISC-IV).</div>
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<div>Limitations of this review include small sample sizes, clinical heterogeneity, lack of blinding, exclusion of preschool and adolescent children, and the potential exclusion of relevant studies published in non-English languages. Additional research is needed to investigate virtual reality-based interventions and safety and side effects of technology-based interventions on children with ADHD.</div>
