Information and Communication Technology Facilitated Parenting for Attention Deficit Hyperactivity Disorder

Jieru Bai; Xuelian Chen; Yining Zhu

doi:10.2991/assehr.k.220504.066

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Information and Communication Technology Facilitated Parenting for Attention Deficit Hyperactivity Disorder

Authors

Jieru Bai¹^{, *}^{, †}, Xuelian Chen²^{, †}, Yining Zhu³^{, †}

¹Faculty of Education and Human Development, The Education University of Hong Kong, Tai Po, New Territories, Hong Kong

²Faculty of Education, Monash University, Melbourne, Victoria, Australia

³School of Pre-School Education, Shanghai Normal University, Shanghai, China

^†

Those authors contributed equally.

^*Corresponding author. Email: s1123327@s.eduhk.hk

Corresponding Author

Jieru Bai

Available Online 1 June 2022.

DOI: 10.2991/assehr.k.220504.066 How to use a DOI?
Keywords: Information and Communications Technology; Parenting; Attention-Deficit/Hyperactivity Disorder; Mindfulness; COVID-19
Abstract: Information and Communications Technology (ICT) has become an important resource of child-rearing. More and more new parents are reported to adopt online platforms to seek parental support. Multiple researchers have reported positive effects of interventions in Attention-Deficit/Hyperactivity Disorder (ADHD) adopting ICT. Nevertheless, a review about the articulation of ICT use in parenting for children aged 3-12 years old with ADHD is currently lacking. Therefore, this paper aims to investigate how ICT promotes the interventions of ADHD children in early childhood. ICT can facilitate parenting. Especially videoconferencing-related ICT interventions were considered as both more effective and accessible during the COVID-19 pandemic. Besides remote interventions, ICT can also be used for moment-to-moment measurement of interactions between parents and children. It was reported that the ICT also successfully facilitated interactions between parents and children with ADHD. Key factors that affect the effectiveness of ICT interventions were concluded in this paper, which are program intensity, program completion, level of severity in ADHD, and parental self-efficacy respectively. Direct use of ICT interventions in ADHD children and parental support can be implemented jointly to maximize the treatment outcomes, especially in improving children’s working memory performance. Implications of ICT interventions in ADHD were also provided for parents and researchers accordingly. Future research could further explore the long-term effect of ICT interventions for children with ADHD. This understanding might contribute to the design of the forthcoming online parenting resources and interventions for ADHD.
Open Access: This is an open access article distributed under the CC BY-NC 4.0 license.

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Volume Title: Proceedings of the 2022 8th International Conference on Humanities and Social Science Research (ICHSSR 2022)
Series: Advances in Social Science, Education and Humanities Research
Publication Date: 1 June 2022
ISBN: 978-94-6239-580-0
ISSN: 2352-5398
DOI: 10.2991/assehr.k.220504.066 How to use a DOI?
Open Access: This is an open access article distributed under the CC BY-NC 4.0 license.

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ris enw bib

TY  - CONF
AU  - Jieru Bai
AU  - Xuelian Chen
AU  - Yining Zhu
PY  - 2022
DA  - 2022/06/01
TI  - Information and Communication Technology Facilitated Parenting for Attention Deficit Hyperactivity Disorder
BT  - Proceedings of the 2022 8th International Conference on Humanities and Social Science Research (ICHSSR 2022)
PB  - Atlantis Press
SP  - 355
EP  - 361
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220504.066
DO  - 10.2991/assehr.k.220504.066
ID  - Bai2022
ER  -

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