Project Proposal

1. Project Proposal Siofra HallJennifer NolanOrlaO’Halloran

2. What is ADHD • ADHD- Attention Deficit Hyperactivity Disorder is a medical/ neurobiological condition in which the brain’s neurotransmitter chemicals, noradrenalin and dopamine do not work properly. • For these problems to be diagnosed as ADHD, they must be out of the normal range for a child’s age and development.

3. Characteristics • Lack of attention (inattentiveness) • Hyperactivity • Impulsive behaviour In Ireland there is an estimated 60,000 children who have been diagnosed with ADHD. (however the true figure could be even higher than this, it has been claimed.)

4. Disorganisation Children with ADHD are unaware of the mess they create. At school, they are disorganised, they do not structure their work, they may have difficulty in starting work, and may be confused as to what is required of them. Books and notes are not brought home for homework, schoolbags are left on the bus and gym bags are constantly getting lost. In secondary school, having the right books and being in the right classroom at the same time is a particular problem.

5. Poor time management Children with ADHD have a very poor sense of time. As a result, they regularly need support to help them achieve targets. They regularly procrastinate and find it hard to get tasks started. They have great difficulty in completing assignments in the time available. In exams, they spend too long on one question.

6. Fails to pay close attention to detail • Fails to finish tasks • Seems not to listen to what is said to him or her. • Fails to follow through instructions • Disorganised about tasks and activities. • Avoids tasks like homework that require sustained mental effort. • Loses things necessary for certain tasks or activities, such as pencils, books or toys. • Easily distracted.

7. Research • In 2005, 150 parents of Attention Deficit Hyperactivity Disorder (ADHD) diagnosed children, took part in a survey designed to better understand how parents currently manage their child with ADHD and how the condition impacts on the family and normal daily living.

8. 75% of parents whose children had been diagnosed with ADHD stated that their child had been diagnosed with another condition • 83% of parents stated they often or always got stressed with their child’s condition • A majority of parents (87%) worried that their child’s ADHD would threaten his or her academic success. • 83% worried that their child’s ADHD symptoms would limit his or her future career.

9. Our Own Research • First we need to follow a few steps • Look at the technology already available • Ask parents and experts in the field • Look at blogs • Surveys • And put all our research and ideas into developing the perfect product.

10. Interview • Interviewed a parent of a child with ADHD Key themes emerged: • Stress for child and parent • Stress in school • Importance of routine • Limited independence/responsibility.

11. Survey • Designed two surveys to asses the feasibility of our product • Survey for Adults is 6 questions • Examines ages 35+ • Check if they already own devices required • To make sure children and parents would be comfortable using our product

12. Data Collection • On-going • Adult research • 100% own smartphones/ipads • App usage: Are you comfortableusing other aspectsof your smartphone?

13. Would you invest time into learning how to use an app if it was to your benefit?

14. What exists • Invisible Clock/Motivator An Invisible Clock is a small device that looks a lot like a pager. It is designed to send vibrations or beep at specific intervals to help keep a person on task. • Writing Aids Writing aids such as voice-recognition technology help turn dictation directly into notes. Available as computer software, this assistive technology is helpful for students or employees who have difficulty sitting down for long periods of time typing papers or letters.

15. Organizational Tools PDAs (personal digital assistants) can be incredibly helpful for both teenagers and adults with ADHD. Some PDAs are equipped with voice recognition for recording meetings or notes and are also ideal for dictation. The various features of these devices can be set up with audio reminders to complete tasks and keep the user focused • Computer-Aided Instruction Using computer-aided instruction (CAI) as a tool to facilitate learning is still relatively new. The Minnesota Adult Basic Education Disabilities website explains how various components of CAI maintain or improve a person's abilities where traditional instruction has not been successful. Examples of how CAI can help facilitate learning include animation, which activates visual learning and allows a student to see a process/concept in motion, and games, which present information in a way that is more engaging than reading from a textbook.

16. Aim • We would like to help them not be so forgetful in the course of daily activities and to be more independent. • We feel our product would help the child with time management and becoming more organised. • We would also like to help the parents become less stressed and we feel this product could help just that.

17. Who • Designing a product for children with ADHD and their parents Primary Persona Meet Conor. He’s seven years old and has ADHD.He has great difficulty with remembering things in his day to day life. These can be as simple as remembering to brush his teeth, remembering to pack the right things for school. However unlike other children it will take him numerous prompts from parents to finally complete a task. This really stress’s him out as he cant understand why he isn’t able to get it done the first time.

18. Difficulties with ADHD • Stress is a big problem as it can lead to him becoming upset and frustrated which can lead to undesirable behaviour. • Generally happen when he is supposed to have remembered something that he wouldn’t usually be expected to. • Break in routine can set the child back. • Knowing what’s coming next and having structure helps keep him focused.

19. Chosen Problem Memory • Forgetful in the course of daily activities • Therefore the child will need to be constantly reminded until they complete a task/activity • Leads to their independence being limited • Constant reminding can lead to frustration/stress

20. Secondary Persona • Meet Claire. She’s a parent of a child with ADHD. An average day for her is constantly reminding her child to do things. She wants the child to be as independent as possible but will regularly have to redirect the child in his activities. This can leas to the child becoming stressed which can have a knock off effect on her. Since the diagnosis the family dynamics have had to change. She tries to the best of her abilities to always have the week planned and keep to a routine. However school holidays and breaks can be very disruptive.

21. The solution • Visual Check-list Device • Digital scanning device • When an item is placed in the bag it is checked off the list • Allows the child to become more independent

22. Text message is sent to the parents phone to make sure nothing is forgotten • It is also connected with a check list of the child’s daily routine • Routine is very important to a child with ADHD as it helps with the management of their symptoms. (Ashley, 2005) • The child can learn new skills and habits from using this device daily

23. Research has shown that it is important for children with ADHD to have structure in their daily lives so as not to become confused or forgetful • Eventually they will learn the routine • Check lists have proven to be useful aids in helping the child to remember what they must do each day. (Heininger and Weiss, 2001)

24. Parents of children with ADHD were asked a series of questions • The most common problem that emerged was that of forgetfulness and the importance of routine • A check list was suggested as an aid for the child • As kids are so technologically advanced these days, a digital check list device seemed appropriate

25. Ashley, S. (2005). The ADD & ADHD Answer Book. Illinois: Sourcebooks Inc. Heininger, J. E., & Weiss, S. K. (2001). From Chaos To Calm.Perigree.

26. Refrences • Attention Deficit Hyperactivity Disorder ADHD and Education: A Resource for Teachers. HADD Family Support Group. • A Parent Survey of ADHD in Irish Children commissioned by ADHD Action and supported by Eli Lilly & Co (Ireland) Ltd. 2006 • Without Boundaries Challenges and Hopes for Living with ADHD: An International Survey - 2005. • American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, fourth edition, text revision, Washington, DC, American Psychiatric Association, 2000