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Computer use in educational activities by students with ADHD
Linköping University, Faculty of Health Sciences. Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy.
Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Arts and Sciences.ORCID iD: 0000-0002-1545-3876
Östergötlands Läns Landsting.
Linköping University, Faculty of Health Sciences. Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy.
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2014 (English)In: 16th International Congress of the World Federation of Occupational Therapists: Sharing Traditions, Creating Futures, 2014Conference paper, Oral presentation with published abstract (Other academic)
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.

Place, publisher, year, edition, pages
2014.
National Category
Occupational Therapy
Identifiers
URN: urn:nbn:se:liu:diva-108084OAI: oai:DiVA.org:liu-108084DiVA: diva2:728957
Conference
16th International Congress of the World Federation of Occupational Therapists, June 18-21, 2014, Yokohama, Japan
Available from: 2014-06-25 Created: 2014-06-25 Last updated: 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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Faculty of Health SciencesDivision of Occupational TherapyDivision of Health, Activity and CareFaculty of Arts and SciencesÖstergötlands Läns Landsting
Occupational Therapy

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