Helping Students with ADHD in the Age of Digital Distraction

Barnett, Hart; Juliet, E

doi:10.14434/pders.v36i2.23913

Cited by 6 publications

(5 citation statements)

References 4 publications

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“…These additional resources included asking questions to fellow students in group chats, seeking help from instructors, colleagues, and supervisors, accessing supplementary materials, and performing online searches to find more information about a particular concept. Beyond the intrinsic understanding of the concepts covered in their online courses, neurodivergent students seemed to view online videos, such as on YouTube, as a more enjoyable format to engage with the concepts, a finding that is partly supported by previous research into ADHD and the affinity for multimedia content [50][51][52].…”

Section: Plos Onementioning

confidence: 87%

“…In fact, several neurodivergent participants suggested using a variety of formatsincluding videos-to make online learning more engaging. Though there is a dearth of research investigating the impact of video on learning in autistic students, evidence suggests that dyslexic students tend to appreciate the use of visual material and videos in online learning and that a visual presentation of learning contents is effective in enhancing both selective and sustained attention in students with ADHD [50][51][52]. This suggests that visual and video materials, when used strategically and in an accessible manner, could enhance the learning experience of neurodivergent students.…”

Section: Plos Onementioning

confidence: 99%

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Neurodiversity and cognitive load in online learning: A focus group study

Le Cunff,

Giampietro,

Dommett

2024

PLoS ONE

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It is widely accepted that cognitive load plays a crucial role in online learning. However, despite neurodevelopmental conditions being the largest category of qualifying disabilities in education, and the rise of online learning, there is little understanding of the factors impacting cognitive load in online learning for neurodivergent students and how these factors differ from those affecting neurotypical students. This study used qualitative comparison groups with neurotypical and neurodivergent students to examine their experiences of cognitive load in online learning. A sample of 26 university students (14 neurotypical and 12 neurodivergent) participated in focus group discussions. While neurodivergent students reported many similar experiences of cognitive load in online learning compared to their neurotypical peers—such as confusion in navigating the content and technical issues—some difficulties were more present for neurodivergent students—such as transcripts including mistakes and inaccessible content presentation—creating additional barriers in effectively engaging with the educational content. The results suggest that neurotypical and neurodivergent students experience similar challenges, albeit to differing degrees of intensity, and that more research is needed to explore the relationship between neurodiversity and cognitive load in online learning.

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Section: Plos Onementioning

confidence: 87%

Section: Plos Onementioning

confidence: 99%

Neurodiversity and cognitive load in online learning: A focus group study

Le Cunff,

Giampietro,

Dommett

2024

PLoS ONE

View full text Add to dashboard Cite

show abstract

“…There are several possible explanations for this difference. One possibility is that ADHD students may be more prone to feeling anxious because they often struggle with tasks that require focus and concentration, such as schoolwork (Barnett, 2017). Additionally, they may feel like they do not fit in or stand out from their peers negatively, which can lead to insecurity and social isolation.…”

Section: Discussionmentioning

confidence: 99%

Do ADHD and SLD children differ in executive functions and behavioural problems? A comparative study

Sharifi,

Asanjarani

2023

Research in Spec Educ Needs

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It is well‐known that children with attention‐deficit/hyperactivity disorder (ADHD) and specific learning disorder (SLD) often exhibit behavioural and emotional problems. However, little is known about how these problems compare between the two groups of children. This study sought to fill this gap in knowledge by comparing the executive functions and behavioural–emotional problems of children with ADHD, SLD and typically developing children. For this study, 94 children were recruited through purposeful sampling (ADHD = 23, SLD = 30 and TD = 41). All participants were screened based on WISC‐IV. Subsequently, participants were administered executive functions and behavioural problems questionnaires. The analysis of the data using MANOVA and Scheffe post hoc pairwise shows that children with ADHD and SLD had significantly higher scores on measures of executive function impairment than typically developing children. Our study revealed that children in the ADHD group scored significantly higher in social problems, aggressive behaviours, AD/HD problems, ODD, conduct problems and externalizing problems sub‐tests. Conversely, the LD group demonstrated higher scores in the anxiety problems sub‐test. Furthermore, Our study demonstrated that children in the ADHD group scored significantly higher in the following sub‐tests: metacognition, inhibit, shift, bri, shift and emotion control. In contrast, the LD group exhibited higher scores in the initiate sub‐test. In addition, the two groups of children with disorders also exhibited more behavioural–emotional problems than typically developing children. These findings suggest that ADHD and SLD are associated with impaired executive function and increased behavioural–emotional problems. These findings have implications for the assessment and treatment of these disorders.

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“…These findings have implications for adult educators and policymakers (Patterson 2022). In this age of increasing digitization, teachers can improve the attention and academic performance of all students with ADHD by incorporating targeted environmental, organizational, instructional techniques, and tech apps into their everyday instructional/classroom management practices (Barnett 2017).…”

Section: Disability-specific Studiesmentioning

confidence: 99%

Digital Literacy in People With Disabilities: An Overview and Narrative Review

VENKATESAN

2023

Preprint

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Digital literacy is the ability to use digital technologies to find, evaluate, create, and communicate information. People with disabilities benefit from having these skills because they allow them to access various opportunities in the digital world. To ensure that they can fully participate in the digital realm, digital literacy efforts should prioritize inclusive design principles. People with disabilities often rely on assistive technologies such as screen readers, alternative input devices, voice recognition software, or specialized hardware to navigate digital platforms. Digital literacy programs should not only focus on consuming content but also on creating and sharing it through documents, multimedia, and online platforms. Peer support and collaboration are important for enhancing their learning experience. Additionally, digital literacy programs address cybersecurity or online safety considerations specific to such people and provide them training and support for using assistive technologies effectively while educating them about potential risks, privacy settings, and safe online practices. This narrative review highights the meaning and levels of digital literacy, digital divide, history, before expanding on the quantative metrics in the available research on the theme of people with disabilities. Retrieved data from freely accessible internet search engines revealed 196 publications, including books, chapters in books, original research articles, proceedings of seminars, and reviews, which were classified into harvest plots to be analyzed by their format, timelines, topics, or themes, respectively. While results indicate an upward curve in the quantity of publications, especially in the post-millennium era, the topics addressed are unevenly distributed, leaving scope for the future to focus empirical and evidence based research on themes related to measurement as well as training on digital literacies for both teachers and students with disabilities. By promoting digital literacy in people with disabilities, we can bridge the digital divide and empower them to participate fully in today's increasingly digital society.

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Helping Students with ADHD in the Age of Digital Distraction

Cited by 6 publications

References 4 publications

Neurodiversity and cognitive load in online learning: A focus group study

Neurodiversity and cognitive load in online learning: A focus group study

Do ADHD and SLD children differ in executive functions and behavioural problems? A comparative study

Digital Literacy in People With Disabilities: An Overview and Narrative Review

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