An emotional bias modification for children with attention-deficit/hyperactivity disorder: co-design study
Background: Attention-deficit/hyperactivity disorder (ADHD) is one of the common neurodevelopment disorders. Children with ADHD typically have difficulties with emotional regulation. Previous studies have investigated the assessment for underlying emotional biases using the visual probe task. Howeve...
| Main Authors: | , |
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| Other Authors: | |
| Format: | Journal Article |
| Language: | English |
| Published: |
2023
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| Online Access: | https://hdl.handle.net/10356/170373 |
| _version_ | 1811691039715491840 |
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| author | Zhang, Melvyn Ranganath, Vallabhajosyula |
| author2 | Lee Kong Chian School of Medicine (LKCMedicine) |
| author_facet | Lee Kong Chian School of Medicine (LKCMedicine) Zhang, Melvyn Ranganath, Vallabhajosyula |
| author_sort | Zhang, Melvyn |
| collection | NTU |
| description | Background: Attention-deficit/hyperactivity disorder (ADHD) is one of the common neurodevelopment disorders. Children with ADHD typically have difficulties with emotional regulation. Previous studies have investigated the assessment for underlying emotional biases using the visual probe task. However, one of the significant limitations of the visual probe task is that it is demanding and repetitive over time. Previous studies have examined the use of gamification methods in addressing the limitations of the emotional bias visual probe task. There has also been increased recognition of the potential of participatory action research methods and how it could help to make the conceptualized interventions more relevant. Objective: The primary aim of this study was to collate health care professionals’ perspectives on the limitations of the existing visual probe task and to determine if gamification elements were viable to be incorporated into an emotional bias modification task. Methods: A co-design workshop was conducted. Health care professionals from the Department of Development Psychiatry, Institute of Mental Health, Singapore, were invited to participate. Considering the COVID-19 pandemic and the restrictions, a web-based workshop was conducted. There were 3 main phases in the workshops. First, participants were asked to identify limitations and suggest potential methods to overcome some of the identified limitations. Second, participants were shown examples of existing gaming interventions in published literature and commercial stores. They were also asked to comment on the advantages and limitations of these interventions. Finally, participants were asked if gamification techniques would be appropriate. Results: Overall, 4 health care professionals consented and participated. Several limitations were identified regarding the conventional emotional bias intervention. These included the nature of the task parameters, included stimulus set, and factors that could have an impact on the accuracy of responding to the task. After examining the existing ADHD games, participants raised concerns about the evidence base of some of the apps. They articulated that any developed ADHD game ought to identify the specific skill set that was targeted clearly. Regarding gamification strategies, participants preferred economic and performance-based gamification approaches. Conclusions: This study has managed to elucidate health care professionals’ perspectives toward refining a conventional emotional bias intervention for children with ADHD. In view of the repetitiveness of the conventional task, the suggested gamification techniques might help in influencing task adherence and reduce the attrition rates. |
| first_indexed | 2024-10-01T06:13:33Z |
| format | Journal Article |
| id | ntu-10356/170373 |
| institution | Nanyang Technological University |
| language | English |
| last_indexed | 2024-10-01T06:13:33Z |
| publishDate | 2023 |
| record_format | dspace |
| spelling | ntu-10356/1703732023-09-17T15:37:23Z An emotional bias modification for children with attention-deficit/hyperactivity disorder: co-design study Zhang, Melvyn Ranganath, Vallabhajosyula Lee Kong Chian School of Medicine (LKCMedicine) Science::Medicine Emotional Bias Cognitive Biases Background: Attention-deficit/hyperactivity disorder (ADHD) is one of the common neurodevelopment disorders. Children with ADHD typically have difficulties with emotional regulation. Previous studies have investigated the assessment for underlying emotional biases using the visual probe task. However, one of the significant limitations of the visual probe task is that it is demanding and repetitive over time. Previous studies have examined the use of gamification methods in addressing the limitations of the emotional bias visual probe task. There has also been increased recognition of the potential of participatory action research methods and how it could help to make the conceptualized interventions more relevant. Objective: The primary aim of this study was to collate health care professionals’ perspectives on the limitations of the existing visual probe task and to determine if gamification elements were viable to be incorporated into an emotional bias modification task. Methods: A co-design workshop was conducted. Health care professionals from the Department of Development Psychiatry, Institute of Mental Health, Singapore, were invited to participate. Considering the COVID-19 pandemic and the restrictions, a web-based workshop was conducted. There were 3 main phases in the workshops. First, participants were asked to identify limitations and suggest potential methods to overcome some of the identified limitations. Second, participants were shown examples of existing gaming interventions in published literature and commercial stores. They were also asked to comment on the advantages and limitations of these interventions. Finally, participants were asked if gamification techniques would be appropriate. Results: Overall, 4 health care professionals consented and participated. Several limitations were identified regarding the conventional emotional bias intervention. These included the nature of the task parameters, included stimulus set, and factors that could have an impact on the accuracy of responding to the task. After examining the existing ADHD games, participants raised concerns about the evidence base of some of the apps. They articulated that any developed ADHD game ought to identify the specific skill set that was targeted clearly. Regarding gamification strategies, participants preferred economic and performance-based gamification approaches. Conclusions: This study has managed to elucidate health care professionals’ perspectives toward refining a conventional emotional bias intervention for children with ADHD. In view of the repetitiveness of the conventional task, the suggested gamification techniques might help in influencing task adherence and reduce the attrition rates. Ministry of Health (MOH) National Medical Research Council (NMRC) Published version MZ is supported by a grant under the Singapore Ministry of Health’s National Medical Research Council (grant NMRC/Fellowship/0048/2017) for PhD training. The funding source was not involved in any part of this project. The project is funded by the Games for Health Innovation Centre (ALIVE) Serious Games Grant (SGG19/SN06), with the grant project titled Gamified Emotional Bias Modification Intervention for Children with ADHD. This study was made possible by a gift from the Estate of Irene Tan Liang Kheng. 2023-09-11T01:28:39Z 2023-09-11T01:28:39Z 2022 Journal Article Zhang, M. & Ranganath, V. (2022). An emotional bias modification for children with attention-deficit/hyperactivity disorder: co-design study. JMIR Formative Research, 6(12), e36390-. https://dx.doi.org/10.2196/36390 2561-326X https://hdl.handle.net/10356/170373 10.2196/36390 36485019 2-s2.0-85145616062 12 6 e36390 en NMRC/Fellowship/0048/2017 SGG19/SN06 JMIR Formative Research © Melvyn Zhang, Vallabhajosyula Ranganath. Originally published in JMIR Formative Research (https://formative.jmir.org), 09.12.2022. This is an open-access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in JMIR Formative Research, is properly cited. The complete bibliographic information, a link to the original publication on https://formative.jmir.org, as well as this copyright and license information must be included. application/pdf |
| spellingShingle | Science::Medicine Emotional Bias Cognitive Biases Zhang, Melvyn Ranganath, Vallabhajosyula An emotional bias modification for children with attention-deficit/hyperactivity disorder: co-design study |
| title | An emotional bias modification for children with attention-deficit/hyperactivity disorder: co-design study |
| title_full | An emotional bias modification for children with attention-deficit/hyperactivity disorder: co-design study |
| title_fullStr | An emotional bias modification for children with attention-deficit/hyperactivity disorder: co-design study |
| title_full_unstemmed | An emotional bias modification for children with attention-deficit/hyperactivity disorder: co-design study |
| title_short | An emotional bias modification for children with attention-deficit/hyperactivity disorder: co-design study |
| title_sort | emotional bias modification for children with attention deficit hyperactivity disorder co design study |
| topic | Science::Medicine Emotional Bias Cognitive Biases |
| url | https://hdl.handle.net/10356/170373 |
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