=Paper=
{{Paper
|id=Vol-2524/paper27
|storemode=property
|title=Assessment and assisted training software for ADHD
|pdfUrl=https://ceur-ws.org/Vol-2524/paper27.pdf
|volume=Vol-2524
|authors=Federica Somma,Angelo Rega
|dblpUrl=https://dblp.org/rec/conf/psychobit/SommaR19
}}
==Assessment and assisted training software for ADHD==
https://ceur-ws.org/Vol-2524/paper27.pdf
Assessment and Assisted Training Software for ADHD*
Federica Somma1, Angelo Rega1,2
1 University of Naples Federico II, Department of Humanistic Studies, Naples, Italy
2 Neapolisanit s.r.l., Ottaviano, Naples, Italy
federica.somma@unina.it
Abstract. Attention deficit hyperactivity disorder (ADHD) is a neurodevelop-
mental disorder; prevalence ranges between 3%-5% among school-aged children.
Cognitive deficits associated with ADHD are related to a malfunctioning of ex-
ecutive functions (EF), high-level mental processes that allow self-regulation,
behavior control and organization. Negative outcomes, especially in academic
performance and mood states, are frequent.
There is evidence of the potential of new technologies and eHealth interventions
for children with ADHD. The present work introduces the design of a software,
available for tablets, aimed at empowering EF of school-aged children with
ADHD. Particularly EF are: attention, working memory, inhibition, cognitive
flexibility and planning.
The software has been developed with Unity cross-platform game engine and is
divided into 3 main areas: user profile, test and training. Test area contains an EF
evaluation session that carries out indications on functions to be further strength-
ened. Training exercises of EF are gamified to enhance children motivation; fur-
thermore, they are calibrated through an intelligent tutoring system (ITS). In ad-
dition, it is possible to collect accurate and automatic data of the individual per-
formance and, then, provide the most useful strategy to help the child. All fea-
tures are described.
Test standardization is currently in progress. In conclusion, the main purpose is
to increasingly adapt the training to the real needs of the children and make it as
much ecological as possible for the transfer of acquired skills to everyday life,
above all to learning contexts as school.
Keywords: ADHD, executive functions, assessment, training, software, ITS
* Copyright © 2019 for this paper by its authors. Use permitted under Creative Commons License
Attribution 4.0 International (CC BY 4.0).
2
1 Introduction
The present paper introduces a software, available for mobile devices, aimed at em-
powering executive functions of school-aged children with ADHD. The software is at
a first stage and there are no specific results, however a detailed description of the tool
and a standardization design is provided.
1.1 Attention Deficit Hyperactivity Disorder and Executive Functions
Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder that
shows onset at about 6-7 years age [1] [2]. In 2016, it was estimated that 6.1 million
children in the US between 2 and 17 years of age (9.4%) were diagnosed with an ADHD
condition [3], instead, worldwide, the prevalence of ADHD ranges between 3% and 5%
among school-aged children [4].
An ADHD condition leads to a persistent pattern of inattention and/or hyperactivity-
impulsivity that interferes with functioning or development. ADHD symptoms may
present with a combined manifestation of inattention and hyperactivity/impulsivity,
with predominant inattention or predominant hyperactivity/impulsivity [1] [5].
The cognitive deficits associated with ADHD are related to a malfunctioning of ex-
ecutive functions [6][7][8]. The executive functions (EF) are high-level mental pro-
cesses supported by structures present in the frontal lobes of the cerebral cortex, partic-
ularly prefrontal cortex [9]. EF allow self-regulation, control and organization of be-
havior through the representation and internal processing of information. This self-reg-
ulation guides the direction of behavior towards future goals and the ability to restore
behavior if interrupted.
A review of the literature [9] [10] shows that the main executive functions are: at-
tentional control, inhibition, cognitive flexibility, planning, working memory and in-
formation processing. Therefore, children with ADHD, have difficulties in maintaining
attention, monitoring or regulating performance; they tend to be impulsive, fail to com-
plete tasks, commit procedural mistakes. Moreover, they struggle with perseveration
and mental inflexibility, planning and organizational problems, poor reasoning ability,
difficulties generating and/or implementing strategies, poor utilization of feedback, and
reduced working memory.
Scientific studies demonstrate that the risk of negative outcomes is very high in chil-
dren with ADHD [11]. Worse academic performance was found in ADHD individuals,
compared to healthy people: they often failed a grade or have been suspended, expelled
or have dropped out of school. Clearly, children with ADHD present academic diffi-
culties due to an inability to use their cognitive and executive resources [12], particu-
larly of working memory, learning strategies and inhibiting irrelevant information. Fur-
thermore, early onset executive functions deficits are relatively stable over time into
young adult years, both in females and males [13] [14]. Nevertheless, literature supports
evidence of comorbidity of ADHD condition with conduct disorder, oppositional defi-
ant disorder, mood disorders, anxiety disorders [15].
Compared with one treatment, combined treatment is superior in improving ADHD
symptoms, according to parents’ and teachers’ ratings [16]. The combination of the
3
pharmacological treatment with the psychological intervention offers some advantages
compared to the exclusively pharmacological treatment as it allows to use smaller doses
of medicine [17].
1.2 New technologies for disability
There is evidence of the potential of new technologies and eHealth interventions for
children with neurodevelopmental disorders, including ADHD [18] [19] [20].
Smartphones, tablets and PCs are always more affordable and flexible, and they can
deliver care to children in a novel way. These assistive technologies can support soft-
ware and apps that help children with ADHD to keep track of time, build an activities
calendar to remind them and train their cognitive processes (most of all working
memory). New technologies are attractive for children and easy to use.
A strength point of new technologies is the possibility of collecting accurate data, to
integrate with others, that could help clinicians in determining diagnosis and improve
treatment procedures [21]. The implementation of a system that automatically tracks
patterns during training can ensure a high-level evaluation of the training progress.
An additional feature of new technologies is the gamification, a set of rules borrowed
from the world of videogames, which have the objective of applying playful mechanics
to activities that do not directly deal with the game; in this way it is possible to stimulate
and consolidate active interest of the users involved [22]. Whether the goal is cognitive
abilities learning by children with attentional difficulties, is crucial to successfully en-
gage them with game design elements. If children lack motivation and attention cannot
be sustained, training is useless, and have a negative impact on the quality of data col-
lected.
Since the tutoring tasks of supporting specialized learning activities have been dig-
itized in special IT systems, called ITS - Intelligent Tutoring System, it is possible to
adapt the training of specific cognitive functions to people's needs [23] [24] [25] [26].
The peculiarity of these systems are specific computer algorithms able to manage each
user in a different way from the other, creating a user model able to trace the history of
the individual learning processes [27].
An intelligent system, during training, allows to compare the user's performance
with the correct one implemented in the system; to interpret the specific performance
provided by the user by formulating hypotheses on his basic knowledge and skills; to
translate information from the internal system to the user, and vice versa, through spe-
cific and appropriate interfaces.
Furthermore, it is possible to calibrate the strategies that must be used to teach indi-
vidual users (in terms of timing, speed, feedback, etc.) because the system can adapt
flexibly to user behavior. ITS use strategies as the variations in feedback and prompts
based on users’ learning behaviors; the frequency of prompting by an intelligent tutor
has a significant effect to promote learning [24]. An ITS can automatically decide if the
individual needs a feedback or a prompt, and, whether it is needed, what type and pro-
cedure of support fit the best with the level of difficulty experienced.
Next paragraph will describe a software created for training executive functions of
children with ADHD.
4
2 Software’s features
As previously highlighted, children with a condition of ADHD show cognitive deficits
related to a malfunctioning of executive functions. The present work introduces the
design of a software aimed at empowering executive functions of children with ADHD:
since the use of portable touch devices by children with disabilities is rapidly growing,
the purpose is to make the most of the potential of these devices, to build an integrated
tool based on scientific studies and clinician’s knowledge about Attention Deficit Hy-
peractivity Disorder. After a careful research and analysis of the literature on ADHD
and executive functions in the clinical, diagnostic and intervention fields, we developed
a design of an application available for tablets. Particularly, target users of this software
are school-aged children, from 6 years to 11 years. The tool is intended for use by chil-
dren under the supervision of a clinician or a therapist.
Most of the existing software devoted to children with a condition of attention deficit
hyperactivity disorder are focused only on training of cognitive functions, especially
on working memory training [28]. Clearly, the assessment of executive functions
could be useful to help to identify children who are likely to have ADHD [28]. The
inclusion of a cognitive and neuropsychological assessment of executive functions
in clinical contexts offers the opportunity to develop a more focused intervention
on the main difficulties of children, since it can be useful to describe better the nature
and degree of cognitive effort a child is experiencing.
The novelty aspect of this tool concerns both the evaluation phase, which allows to
have an initial description of the child's executive functions and provides indications
on the specific areas to be strengthened, a lacking aspect in literature, and the wide
spectrum of abilities that the training phase has goal to strengthen, as well as a smart
tutoring system during training. Moreover, the tool will be equipped with a data collec-
tion system and internal report which will provide a tracking of the child's progress,
also available for caregivers.
The application has been developed with Unity cross-platform game engine (by
Unity Technologies) [29]. The first screen of the software is divided into 3 main areas:
user profile, test and training. Moreover, this section contains a button which allows
access to the management and settings area. Each section is described below.
2.1 Management and settings
The settings area allows to adjust the features of the software according to the personal
needs of each user, in a simple and intuitive way.
Firstly, it is possible to choose two versions of the software, because, in some cases,
sessions of test or training have been differentiated based on two age groups: children
of 6-8 years and children of 9-11 years. In our opinion, differences between ages must
be considered, so 6-8-year-olds children will start the assessment of some EF from a
lower level than 9-11-year-olds children because they are assumed to have not achieved
some necessary prerequisites for that level (such as reading skills).
5
Furthermore, for each task or exercise it is also possible to adjust the time limit, in
seconds, and to increase or decrease the time interval between all the task screens, in
seconds as well [Fig. 1].
Since the software is provided by a voice assistant that guides the user during the
performance of the tasks, in the settings area it is possible to select the preferred voice,
one that uses a voice synthesis (text-to-speech, TTS) and one that is a real voice rec-
orded by humans.
Fig. 1. An example of the Cancellation Task’s settings interface
2.2 User profile
The user profile is an area that contains the child’s personal data: name, age and photo.
Secondly, the profile provides information on scores obtained in the test phase, outlin-
ing a starting profile of the user, but also training progress, indications on areas to be
further enhanced, comparisons between training phases over time.
These information are shown through an interface that is easy to understand for par-
ents and caregivers. It is also possible to create multiple profiles in the same device, so
that it is possible to use a single instrument with several children.
2.3 Assessment
The testing section contains an evaluation session that allows to establish the starting
point of the child and gives indications on the areas to be further strengthened. This
phase can be repeated later to re-evaluate the child after a training period. Since it is an
evaluation phase, no feedback is given to the child during that; moreover, the graphic
is pleasant but essential to ensure that the assessment is not affected by distractions.
The exercises are presented to the user in random order. At the end of each exercise,
a button will appear with the word “Continue” to proceed to the next exercise. If during
an exercise it is necessary to interrupt the test, it is possible for the clinician or the
therapist to make a gesture (by dragging the finger from the left to the right side of the
screen at the top) and press the red button that will appear at the end of the drag at the
top right; the screen then become darker. Then the user is taken back to the home page.
In that case the software will keep the data obtained up to that exercise and, when the
test is resumed, this will restart from the beginning of the previous interrupted exercise.
6
For each exercise there is a progression of difficulty, starting from the simplest ver-
sion to the most difficult. Finally, every single test is provided with a pre-test phase
which is useful to understand if the child has the prerequisites necessary for the task
performance: for example, the forms recognition pre-test precedes a test that foresees
the discrimination of forms. After the pre-test, an instruction and an example of the
following test are shown and explained by the vocal assistant, to help the child focus
and understand the following task.
The executive functions evaluated in the test phase and the related subtests are de-
scribed below.
Attention.
- The Visual Attention test requires the user to select a target stimulus which oc-
curs several times together with other distractors. As the test goes on, the num-
ber of stimuli increases and their size decreases.
- The Auditory Attention test requires the user to listen to some sounds, for ex-
ample musical instruments, and press a button when he hears a specific one. The
difficulty enhances when the number of items to listen to increases.
Working Memory.
- In the Digit Recall test (9-11 version) the user observes sequences of numbers
that he must then remember and type on a final screen composed of digits from
1 to 9; in 6-8 version numbers are replaced by quantities of animals, from 1 to
5, but the procedure is the same. As the test goes on, the number of digits or
quantities of each sequence increases.
- In Visuospatial Working Memory test the user must observe stars that light up
in sequences and reproduce the observed sequence by selecting the stars in turn.
The difficulty enhances as the number of stars that light up in each sequence
increases.
Inhibition.
- Jump-No Jump test requires the user to make an animal jump when listening to
the "Jump" sound and to make the animal stand still when listening to the "No
Jump" sound, that is equal to the sound of "Jump" in the first part but different
in the final part. As the test goes on, the time between one sound and another
becomes smaller.
- In Matching test there is a picture that remains still on the left side of the screen;
on the right-side other pictures alternate, some similar to the target one, that are
distractors, and one equal to the target one. The user must select only the equal
one. The difficulty increases when distractors are more similar to the target pic-
tures.
Planning.
- The Labyrinth test [Fig. 2] is composed by classical labyrinths that the user must
resolve, taking some animals to their rewards. Labyrinths are bigger as the test
goes on.
- Food Composition test requires the user to create hamburgers, cakes and other
food, but following some rules and having only a limited number of moves
7
available. The test becomes more difficult when the composition must be more
sophisticated.
Cognitive Flexibility.
- The Card Sorting Test [Fig. 2] shows two pictures different in shape and color;
then under the pictures, in turn, appear other pictures, identical in shape or color
to those above. The user’s task is to match the picture with one of the two pic-
tures above, following the rules of “shape” or “color”, provided by the vocal
assistant.
- Trail Making test requires the user to link numbers from the smaller to the big-
gest. As the test goes on, digit increases and, instead of some numbers, appear
numbers written in letters, that the user must consider linking them to other dig-
its.
Fig. 2. On the left, an example of the Labyrinth test; on the right, an example of the Card Sort-
ing Test
2.4 Training
The training area is under development: it provides specific training, with respect to
each area presented in the assessment phase, through exercises and tasks that adapt to
the child's starting level. At the beginning, the system highlights the areas of the test in
which the child's performance is lacking and proposes specific exercises aimed at
strengthening functions relative to that area. During the training there is a tutoring sys-
tem that provides feedback and advice to the child while he is training. The tutor is
presented to the child in the form of an animated character.
At a superficial level, the training interface has game design elements, in the per-
spective of gamification, to enhance the child motivation and attention. At a deep level,
the software is provided with an intelligent tutoring system, so it is possible to collect
data of the individual performance and, then, automatically provide the most useful
strategy to be used to train a child; it is possible to calibrate the level of feedback and
prompt that better fit with the child difficulty.
For example: if the child fails in the cancellation task, the system decreases the dif-
ficulty level reducing distractor items or lightening some target ones; if the child’s per-
formance is accurate, the following session difficulty level will become higher, increas-
ing distractor items.
In order to measure the effectiveness of the training, after several training sessions,
the automatic tutor will lead the user to perform the test phase again: thus, the achieved
8
skills will be measured, and the scores will be compared with those of the first test
administration.
2.5 Data recording
Evaluation and training phases involve the process of data recording and collection. A
crucial aspect and one of the main purposes of the software is to point out accurate
information about the performance, in terms of both quantity and quality. This applica-
tion, as most software do, provides a controlled and structured environment that facili-
tates the data collection process.
For every single subtest we outlined a set of data to record including: performance
accuracy in terms of score; errors and types of errors; trajectory on the screen; latency
time between education and first interaction; total time; random execution.
Then, data collected are automatically available for users and organized through a
cloud interface, that processes, stores and retrieves information from the software and,
moreover, creates a simple and intuitive data display mode.
3 Standardization
Test standardization is currently in progress, as we are administering the subtests to a
healthy population sample. Thus, we are creating standard scores that can be used to
compare the data obtained from the test administration to a population sample with
ADHD, so to determine the level of functioning of an individual at a specific age in
comparison with standardization peers.
The sample consist of 300 children between 6 years and 11 years randomly selected
from primary schools of Naples metropolitan area, divided between males and females.
After calculating the raw score of each area and subtest, the scores are converted into
standard scores.
To understand if there are significant differences between the participants scores
with respect to age and gender, statistical analyses will be carried out to verify their
significance and to establish a subdivision into age groups for the comparison and at-
tribution of scores of the population with ADHD.
Moreover, the reliability and validity of the test will be verified by re-testing children
of the healthy sample and verifying the correlation of the subtests with other standard-
ized tests that measure the same constructs.
4 Conclusions
The present work introduces the design of a software aimed at empowering executive
functions of children with ADHD. Main purposes are, firstly, to validate the software
and create a standardization sample for the test; secondly to collect accurate data; then
to take advantage of that data to build an ITS.
Our purpose is to support children with a condition of ADHD and decrease the dif-
ficulties that derive from the malfunctioning of the executive processes: a possibility is
9
to increasingly adapt the training to the real needs of the children and make it as much
ecological as possible for the transfer of acquired skills to everyday life, above all to
learning contexts as school.
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