Smart Studying: Assistive Tools for Students with Disabilities

1. http://www.simplynoise.com/

2. Smart Studying Support for students with disabilities via smartphone and interactive tools for planning and organizing Anna Göthner & Åsa Ferm, Coordinators, Stockholm UniversityBirger Moëll, Psychologist & Alex Bergvall, Computer Scientist, Sincely

3. Smart Studying • An interactive online program • Teaches students with ADHD or trouble organizing their studies how to: • Learn effective techniques for studying • Learn effective techniques for organization • Improve attention and remove distractions • Lessen procrastination

4. Between yesterday and tomorrow • Yesterday • The science behind it • Increased need for assistance with planning, organization and motivation • Today – a pilot project, Smart Studying • Tomorrow • The students' reflections and evaluation • What we have learned

5. The science behind it The program is based on the research finding from the worlds first randomized controlled trial of Online Cognitive Behavioral Therapy for ADHD The RCT was conducted between 2011 and 2013 at Internetpsykiatri at Huddinge Sjukhus in Sweden The results are currently being prepared for submission to an academic journal

6. The science behind it The study was in turn inspired by an Norwegian study «Mobiltelefon som kognitiv støtte for personer med ADHD og Asperger syndrom» where students with ADHD and Asperger used their mobile phones as an assistive tool http://www.nordicwelfare.org/Om-oss/Valfardsteknologi/Mobil-ger-stod-i-vardagen/

7. The science behind it The study was also inspired by Pernilla Hallbergs master thesis “The Mobile Phone as Assistive Technology for Adults with ADHD”, a great overview of how mobile phones are used as assistive technology by individuals with ADHD http://www.diva-portal.org/smash/record.jsf?pid=diva2:208107

8. Increased need for assistance with planning, organization and motivation • At Stockholm University • 2008, support to 400 students with all kinds of disabilities • 2013, the overall number of students that are recommended support had tripled, with 400 students having ASD, ADHD or psychiatric disabilities • Largest number of students who receive support in Sweden

9. Mentors A popular and ofteneffective support in planning, organization and motivation Mentor support doesnot fit all students Difficulttofind a mentor for each student

10. The support needsto be diversified and adaptedtoeachindividual • Two pilot projectswerelaunched • Studygroups, where students receive support by eachother and an experiencedsupervisor • Smart Studying

11. Smart Studying

12. The aim To provide students withtools so thatthey at the end of the programmecan plan, organize and motivatethemselvestoachievetheirstudygoals.

13. The course • During 8 weeks and a minimum of 30 minutes per day • The support is given via the student'ssmartphone; electroniccalendar, reminders, to-do lists, appstoimproveconcentrationetc • Students havethe support of a psychologist via email, phone and text messages, whobecametheir personal mentor and supportedtheir on-line work

14. The students • Offered to students with ASD, ADHD or psychiatric disabilities and who described that they had difficulties with organization, planning and motivation • Currently • 7 students from Stockholms University • 13 students from Karolinska Institutet • All have ADHD

15. How does it work? The program is set up of 7 modules focusing on key areas that are troublesome for individuals with ADHD. • Attention • Organization • Hyperactivity • Impulse control • Procrastination

16. Overview of the program Components

17. Apps for improved organization Evernote Gtasks Dropbox

18. Apps for improved attention Mindfulness N-back Simplynoise

19. Shared Google Calendar

20. Finding your own study routine • Participants choose their own goals • Goals focused on finding a better routine for life that works for them • The interactive program, the support of a psychologist and applications aims at helping them reach these goals

21. Demonstration • http://sincely.com/sv

22. Tomorrow The students refections What we learned

23. The students’ reflectionsThe names of the participants have been changed to protect privacy "Everything has been fantastic with the program, getting started with life, cleaning and doing the dishes, meeting people, general activation, I’m happier and more active in every way.”– Elsa 23 "In my case, I have failed during many years since I have not received this help, if you know you have a disability it would be great to get this in the beginning when you start studying. I highly recommend it to all, many have been using Google calendar for a long time, but for me, this is a great experience, being able to use support tools in school.”– Caroline 32 "For me it's motivation, that you are here and that I can talk to you, to know that there is someone who cares about us who have problems.”– Lovisa 22

24. The students’ reflections "Cleaning up and breaks, has really helped me a lot, the calendar act as a support for my structure, it was what I needed. I'm very happy that I joined in this.” – Anna 23 ”I’ve got my confidence back, I feel the way I felt years ago.”– Josefine 28 ”Text messages works great, I get a little kick every day, now it’s time to focus, time to think about myself, I like that. ”– Maria 26

25. The students’ reflections ”I get reminders now when should I study, and when it’s free time, which I think is great.” – Erik 24 ”I have suffered over the years and had study break after study break. If I'd had this then, it would have helped a lot.”– Caroline 32 ”I have more structure and I feel calmer.”– Anna 28 ”I’m using the program all the time, and I'm very happy with it.” – David 25

26. The students’ reflections ”I think that I have plenty of time but when it gets stressful, I go back to my old ways, but I don’t feeling good about it, my learning isn’t as effective, I pass my exams, but just barely.”– Peter 26 “I forget that the program exists, there is so much to do, it’s hard to know what to start with.”– Anna 24 "Unfortunately, I have been very bad at following my planning. Not because I missed the reminders but because I don’t care about them. Planning tomorrow and evaluating the planning of my studies hasn’t worked at all. I get anxious that I should be doing other "important" things when I try to take time to do something fun or relaxing.”– Carl 28

27. The program helped me • Feel less stressed due to better organization of my everyday life • Continue to study every day, with reminders to keep the focus up • To plan my day, but also to find time between activities • Add leisure time to my calendar! • Been able to be with the horses without a guilty conscience • Get started with study breaks • Been able to feel a little more calm when I'm not studying • Find study tips • Use reminders • Focus on achieving a long term goal rather than a short-term

28. ADHD-symptoms measured with Adult ADHD-self report scale *Preliminary data

29. Course evaluation

30. Challenges with the program • The students expectations of the study • The uneven starting point • Finding the best way to communicate with each student • Technological difficulties • Dealing with procrastination • Dealing with impulsivity • Dealing with inattention

31. What we have learned • Motivation is key • Important to take the time to find students who are willing to work hard to achieve a change • Teaching an assortment of tools gives every student the chance to find things ze likes • Online interventions can be helpful for students with disabilities!

32. Want to learn more about the program? Read more at www.sincely.com/info/buildingbridges Contact Alex@sincely.com Birger@sincely.com

33. www.su.se/disabilitywww.su.se/funktionsnedsattning