Computer use in educational activities by students with ADHD

Abstract

Aim: The aim of this study was to investigate computer use in educational activities by students with attention deficit hyperactivity disorder (ADHD) in comparison with that of students with physical disabilities and students from the general population. Methods: The design of the study was cross-sectional with group comparison. Students with ADHD (n=102) were pair-matched in terms of age and sex with students with physical disabilities and students from the general population (n=940) were used as a reference group. The result showed that less than half of the students with ADHD had access to a computer in the classroom. Students with ADHD reported significantly less frequent use of computers for almost all educational activities compared with students with physical disabilities and students from the general population. Students with ADHD reported low satisfaction with computer use in school. In addition, students with ADHD reported a desire to use computers more often and for more activities in school compared with students with physical disabilities. These results indicate that occupational therapists should place more emphasize on how to enable students with ADHD to use computers in educational activities in school.

Internet Activities During Leisure: A Comparison Between Adolescents With ADHD and Adolescents From the General Population

“…Data were not available concerning medication and co-morbidity. Details of recruitment and response rate for adolescents with ADHD in this project have been previously published by Bolic, Lidström, Thelin, Kjellberg, and Hemmingsson (2013). Analysis of response bias regarding age and sex has been reported earlier (Bolic, Lidström, Thelin, Kjellberg, & Hemmingsson, 2013), and demonstrated no significant differences between the participants in the present study and non-respondents (p>0.05).…”

“…Results on ICT use by adolescents with physical disabilities at school and during leisure, and ICT use by adolescents with ADHD at school have been published elsewhere (Bolic, Lidström, Thelin, Kjellberg, & Hemmingsson, 2013;Lidstöm, 2011;Lidström, Ahlsten, & Hemmingsson, 2010;Lidström, Granlund, & Hemmingsson, 2012).…”

“…Earlier research by Bolic et al (2013) found that young people with ADHD use the computer less for educational purposes at school (e.g., searching for information on the Internet, making presentations, and e-mailing teachers), compared to adolescents with or without physical disabilities. Taken together, the limited use of a computer for specific educational purposes in the classroom, and the focus on using the Internet for games and communication during leisure among adolescents with ADHD, is in line with Vandebosch (2011), indicating that Internet activities may not be fully explored as a resource for homework or specific educational activities in this group.…”

Individual Adjustment Needs for Students in Regular Upper Secondary School

“…Pijl and co-workers (2014), describes support as important for maintaining motivation and interest in school, and consequently not dropping out from school. It could also be one explanation as to why previous research show that students in need of special educational support often experience restricted participation in educational activities at school (Bolic, Lidström, Thelin, Kjellberg, & Hemmingsson, 2013;Eriksson, Welander, & Granlund, 2007;Ferguson, 2008;Lidström, Granlund, & Hemmingsson, 2012;Raggi & Chronis, 2006;Trampush et al, 2009). The result of the study, that many students had not received the adjustments and support they perceived they needed should be taken seriously, since research also have shown that students in need of special educational support are largely overlooked (Pijl et al, 2014).…”

Assistive learning technologies for learners with ADHD and ASD

“…In this final section different issues and implications are gathered to enlightening important perspectives and implications uncovered throughout the review. Bolic et al (2013) investigates access to and satisfaction with the use of technologies among students with ADHD. The students with ADHD wish to use computers more often and for more educational activities but indicate that schools are more prepared to meet the needs of students with physical disabilities than those with ADHD.…”