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There have been many studies on understanding data visualizations regarding general users. However, we have a limited understanding of how people with ADHD comprehend data visualizations and how it might be different from the general users. To understand accessible data visualization for people with ADHD, we conducted a crowd-sourced survey involving 70 participants with ADHD and 77 participants without ADHD. Specifically, we tested the chart components of color, text amount, and use of visual embellishments/pictographs, finding that some of these components and ADHD affected participants' response times and accuracy. We outlined the neurological traits of ADHD and discussed specific findings on accessible data visualizations for people with ADHD. We found that various chart embellishment types affected accuracy and response times for those with ADHD differently depending on the types of questions. Based on these results, we suggest visual design recommendations to make accessible data visualizations for people with ADHD.
Attention deficit hyperactivity disorder (ADHD) is a common childhood psychiatric disorder. Schools can play a vital role in the early detection and treatment of mental health issues. However, stigma and fear regarding mental health often prevent schools from engaging in active interventions. ADHD is characterized by deficits in executive function, a critical contributor to children’s self-directed behavior. We developed a conversational agent to assist children in planning and accomplishing daily tasks, with the aim of enhancing their executive function. We also designed supportive systems for both parents and teachers, proposing a collaborative school mental health system that incorporates various stakeholders. Through practical implementation with first-graders, this study confirmed the system’s potential to improve structured living and symptoms among children with ADHD. Surveys involving parents and teachers confirmed that the application improved executive function and reduced inattention. Therefore, we suggest an enhanced mental health support system.
Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental condition characterized by patterns of inattention and impulsivity, which lead to difficulties maintaining concentration and motivation while completing academic tasks.
University settings, characterized by a high student-to-staff ratio, make treatments relying on human monitoring challenging. One potential replacement is Virtual Reality (VR) technology, which has shown potential to enhance learning outcomes and promote flow experience.
In this study, we investigate the usage of VR with 27 university students with ADHD, in an effort to improve their performance in completing homework, including an exploration of automated feedback via a technology probe. Quantitative results show significant increases in concentration, motivation, and effort levels during these VR sessions and qualitative data offers insight into considerations like comfort and deployment. Together, the results suggest that VR can be a valuable tool in leveling the playing field for university students with ADHD.
Maintaining a daily routine has profound implications for physical, emotional, and social well-being. Autistic individuals may experience various challenges in establishing and maintaining a healthy daily routine due to their tendency to be inactive in daily life combined with their characteristics and preferences. Previous studies employing mobile technology to support autistic individuals have primarily focused on self-help functions, with limited exploration into the detailed needs of these individuals to develop and maintain personalized routines. In this study, we conducted a nine-week field study with 18 autistic individuals using RoutineAid, a gamified app designed to support key routines of autistic individuals (i.e., physical activity, diet, mindfulness, and sleep). Our analysis incorporated five measures of self-evaluation on daily life, app usage logs, Fitbit physical activity data, and interviews. Our findings demonstrate the effectiveness of RoutineAid and highlight its two primary affordances for autistic individuals: (1) promoting self-efficacy and embedding health behavior and (2) refining daily routines for healthier outcomes. We discuss salient design insights for developing daily routine management systems for autistic individuals.
Autism Spectrum Disorder (ASD) presents challenges in social interaction skill development, particularly in turn-taking. Digital interventions offer potential solutions for improving autistic children's social skills but often lack addressing specific collaboration techniques. Therefore, we designed a prototype of a turn-taking collaborative tablet game, StarRescue, which encourages children's distinct collaborative roles and interdependence while progressively enhancing sharing and mutual planning skills. We further conducted a controlled study with 32 autistic children to evaluate StarRescue's usability and potential effectiveness in improving their social skills. Findings indicated that StarRescue has great potential to foster turn-taking skills and social communication skills (e.g., prompting, negotiation, task allocation) within the game and also extend beyond the game. Additionally, we discussed implications for future work, such as including parents as game spectators and understanding autistic children's territory awareness in collaboration. Our study contributes a promising digital intervention for autistic children's turn-taking social skill development via a scaffolding approach and valuable design implications for future research.