Is There an App for That? Apps for Post-Secondary Students With Attention Hyperactivity Disorder (ADHD)

Fichten, Catherine S.; Havel, Alice; Jorgensen, Mary; Arcuri, Rosie; Vo, Christine

doi:10.11114/jets.v8i10.4995

Cited by 4 publications

(5 citation statements)

References 5 publications

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“…The findings how that students with and without ADHD were aware of only approximately half of the apps that were recommended by experts (as listed in Fichten, et al, 2020)-although they liked most of these. It should be noted that of the 20 items that were recommended by at least two independent sources of expertise, none of the 35 students with ADHD were familiar with the following seven apps: Focus@Will, Freedom, Mindnode 5, Remember the Milk, RescueTime, Time Timer, and Voice Dream Reader.…”

Section: Discussionmentioning

confidence: 98%

“…Given the lacunae in the literature related to schoolwork, we carried out two studies to find out what apps and mobile technologies students with ADHD find helpful for completing their schoolwork. In Study 1, we asked whether students with and without ADHD were aware of apps that are often recommended by experts (as listed in Fichten, et al, 2020) and whether they liked any of these apps. In Study 2 we asked students with ADHD to name the apps and technologies they found helpful for completing academic work both in class and outside class.…”

Section: Purpose Of the Present Investigationmentioning

confidence: 99%

“…The goal of Study 1 was to find out whether students with ADHD were aware of the apps recommended by experts, and whether they found these helpful. In a recent investigation, Fichten et al (2020) compiled a comprehensive list of apps recommended for college students with ADHD. The researchers did this by examining 23 sources that appeared between 2017 and 2020; sources were based on web searches on sites such as Google, Google Scholar, ADDitude Magazine, and four ADHD Facebook (Meta) groups.…”

Section: Study 1 Do Students With Adhd Know About Apps Recommended Fo...mentioning

confidence: 99%

See 2 more Smart Citations

What Apps Do Postsecondary Students with Attention Deficit Hyperactivity Disorder Actually Find Helpful for Doing Schoolwork? An Empirical Study

Fichten¹,

Havel²,

Jorgensen³

et al. 2022

JEL

Self Cite

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Attention Deficit Hyperactivity Disorder (ADHD) experts and individuals with ADHD have made many recommendations concerning mobile apps that could potentially help college students succeed. But do students know about these recommended apps? Do they find them useful? How do students use mobile apps for completing schoolwork? To answer these questions we carried out two empirical studies. In study 1, 35 Canadian postsecondary students who self-reported ADHD and 74 students without disabilities completed an online LimeSurvey questionnaire and indicated which of 20 expert recommended schoolwork-related apps they had tried and which they liked. In Study 2, nine students with ADHD specified how they used their technologies to complete schoolwork. Results indicate that students with and without ADHD were familiar with only 13 of the 20 apps recommended by experts, and that they liked only 11. For completing academic work, the most popular apps were built-in smartphone camera and recording apps. Students also found Microsoft, Google, Pomodoro and Kahoot apps helpful. Discord was the most popular app for collaboration with classmates. Results show that students with and without ADHD found the same apps and technologies helpful. To the best of our knowledge this is the first study to actually query students with ADHD about their app use and preferences. We conclude that disability service providers, academic administrators and access technologists need to stay up-to-date about general use mobile apps to enable them to make appropriate recommendations to help students with ADHD succeed in college.

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Section: Discussionmentioning

confidence: 98%

Section: Purpose Of the Present Investigationmentioning

confidence: 99%

Section: Study 1 Do Students With Adhd Know About Apps Recommended Fo...mentioning

confidence: 99%

See 1 more Smart Citation

What Apps Do Postsecondary Students with Attention Deficit Hyperactivity Disorder Actually Find Helpful for Doing Schoolwork? An Empirical Study

Fichten¹,

Havel²,

Jorgensen³

et al. 2022

JEL

Self Cite

View full text Add to dashboard Cite

show abstract

“…In 2020 we compiled a list of mobile apps that were recommended by experts for postsecondary students with ADHD to do schoolwork (Fichten et al, 2020). We based this list on 23 journal articles or items in Google and Google Scholar, published between the years 2017 and 2020.…”

Section: Apps and Mobile Devicesmentioning

confidence: 99%

The cart before the horse: accessibility practice comes before accessibility research

Fichten,

Havel,

Tremblay

et al. 2023

Handbook of Higher Education and Disability

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The technology landscape is changing both for Canadian post-secondary students with disabilities and for access professionals working in postsecondary education. Prices of adaptive technologies have gone down, students with disabilities are increasingly accessing general use rather than traditional assistive technologies, mobile devices are ubiquitous, artificial intelligence is the current buzzword, Microsoft and Adobe have built in accessibility checkers, and so on. However, the focus of research studies does not reflect these new developments. We suggest that this is due to three distinct factors. First, technology vendors, who sing the praises of their latest product, conduct much of the "research" in their own interest. Second, the literature found on Google.com is a far step away from what can be found on Google Scholar, as most scientific articles are based on new products and their usability with tiny samples and little current relevance. Research findings contingent on student surveys are primarily descriptive, and often based on responses from students registered with disability access offices and on assistive technologies provided by the academic institutions. More to the point, what is driving technological accessibility in colleges? Is it science or "likes"? Who is reading the research literature and what impact has it had on policy and practice? This chapter discusses the technologies post-secondary students with diverse disabilities find most and least useful, as well as the barriers and facilitators of technologies for students with disabilities. We feel this is a timely discussion, given the sudden shift to learning using technology that many students have had to adopt and adapt to due to the COVID-19 pandemic.

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“…Although computing solutions have been investigated to support children with ADHD at school or online [ 40 ], mobile technology has been less explored. Currently, there are several available mobile applications that, although not targeting children with ADHD, can support academic work for post-secondary ADHD students (e.g., Google Calendar, Everbrite) [ 41 ] or their caregivers [ 42 ]. However, the literature supporting the effectiveness of these mobile applications for students with ADHD is scant.…”

Section: Rationale For Dhi To Support Children With Adhdmentioning

confidence: 99%

Parents’ perspectives on a smartwatch intervention for children with ADHD: Rapid deployment and feasibility evaluation of a pilot intervention to support distance learning during COVID-19

et al. 2021

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Distance learning in response to the COVID-19 pandemic presented tremendous challenges for many families. Parents were expected to support children’s learning, often while also working from home. Students with Attention Deficit Hyperactivity Disorder (ADHD) are at particularly high risk for setbacks due to difficulties with organization and increased risk of not participating in scheduled online learning. This paper explores how smartwatch technology, including timing notifications, can support children with ADHD during distance learning due to COVID-19. We implemented a 6-week pilot study of a Digital Health Intervention (DHI) with ten families. The DHI included a smartwatch and a smartphone. Google calendars were synchronized across devices to guide children through daily schedules. After the sixth week, we conducted parent interviews to understand the use of smartwatches and the impact on children’s functioning, and we collected physiological data directly from the smartwatch. Our results demonstrated that children successfully adopted the use of the smartwatch, and parents believed the intervention was helpful, especially in supporting the development of organizational skills in their children. Overall, we illustrate how even simple DHIs, such as using smartwatches to promote daily organization and task completion, have the potential to support children and families, particularly during periods of distance learning. We include practical suggestions to help professionals teach children with ADHD to use smartwatches to improve organization and task completion, especially as it applies to supporting remote instruction.

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Is There an App for That? Apps for Post-Secondary Students With Attention Hyperactivity Disorder (ADHD)

Cited by 4 publications

References 5 publications

What Apps Do Postsecondary Students with Attention Deficit Hyperactivity Disorder Actually Find Helpful for Doing Schoolwork? An Empirical Study

What Apps Do Postsecondary Students with Attention Deficit Hyperactivity Disorder Actually Find Helpful for Doing Schoolwork? An Empirical Study

The cart before the horse: accessibility practice comes before accessibility research

Parents’ perspectives on a smartwatch intervention for children with ADHD: Rapid deployment and feasibility evaluation of a pilot intervention to support distance learning during COVID-19

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