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Computer use in educational activities by students with ADHD
Linköpings universitet, Hälsouniversitetet. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi.
Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Filosofiska fakulteten.ORCID-id: 0000-0002-1545-3876
Östergötlands Läns Landsting.
Linköpings universitet, Hälsouniversitetet. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi.
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2014 (Engelska)Ingår i: 16th International Congress of the World Federation of Occupational Therapists: Sharing Traditions, Creating Futures, 2014Konferensbidrag, Muntlig presentation med publicerat abstract (Övrigt vetenskapligt)
Abstract [en]

Introduction: One type of support in school that holds promise for students with attention deficit hyperactivity disorder (ADHD) is the use of information and communication technology (ICT) such as computers and Internet. Computer use in educational activities may be one promising tool to support academic performance of students with ADHD experiencing difficulties in school. However, students with ADHD may be overlooked regarding available support compared with students with physical disabilities.Objectives: 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 a primary diagnosis of ADHD and related disorders were recruited from habilitation centres (HCs). Students with ADHD (n=102) were pairmatched 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.Results: 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. Conclusion: From an equality perspective, it is essential to enable students with ADHD to use computers in educational activities. Contribution to the practice/evidence base of occupational therapy: Focusing on promoting computer use in educational activities in school for students with physical disabilities as well as students with ADHD is an emerging field in occupational therapy.

Ort, förlag, år, upplaga, sidor
2014.
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Arbetsterapi
Identifikatorer
URN: urn:nbn:se:liu:diva-108084OAI: oai:DiVA.org:liu-108084DiVA, id: diva2:728957
Konferens
16th International Congress of the World Federation of Occupational Therapists, June 18-21, 2014, Yokohama, Japan
Tillgänglig från: 2014-06-25 Skapad: 2014-06-25 Senast uppdaterad: 2017-03-27

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Bolic Baric, VedranaLidström, HeleneKjellberg, AnetteHemmingsson, Helena

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Bolic Baric, VedranaLidström, HeleneKjellberg, AnetteHemmingsson, Helena
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