A pilot study of a game-supported organization and planning skills intervention for young adolescents with ADHD.

Document Type

Article

Publication Date

6-2025

Identifier

DOI: 10.1016/j.jsp.2025.101465

Abstract

Several school-based interventions for attention-deficit/hyperactivity disorder (ADHD) are well-established, but there are clear implementation challenges in those settings. Computer-assisted options have emerged that could augment treatments in schools in a way that is acceptable to students and teachers. In the present study, we piloted a novel computer-assisted behavior intervention (CABI) using a serious game designed to teach the organization, assignment tracking, and notetaking skills taught within the Challenging Horizons Program - Mentoring Model (CHP-M). Thirty-one middle school students with ADHD and their teachers were randomly assigned to either receive the CABI or the traditional CHP-M, with all teachers providing supportive mentoring for up to 24-weeks of intervention. Our data were analyzed using both Bayesian and frequentist modelling. Results suggest that the Time × Condition interactions were generally small (ηp2 = 0.00 to 0.11) and inconclusive. The CABI approach performed consistently with the traditional CHP-M, with credible and significant main effects of time on academically relevant behaviors (ηp2 = 0.09 to 0.59). Implications of our findings and the contributions of the Bayesian analytic approach are highlighted.

Journal Title

Journal of school psychology

Volume

110

First Page

101465

Last Page

101465

MeSH Keywords

Humans; Pilot Projects; Male; Female; Attention Deficit Disorder with Hyperactivity; Adolescent; Child; Behavior Therapy; Students; Schools; Video Games

PubMed ID

40506186

Keywords

ADHD; Bayesian methods; School psychology; Serious games

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