Interactive Solutions for Advancing Attention Deﬁcit Hyperactivity

Disorder Diagnosis and Management in Children

Rim Walha

1,2 a

, Fadoua Drira

1 b

, Imen Guizani

, Wissem Regaieg

, Khaoula Khemakhem

3,4

Maryam Chaabane

3,4

, Hela Ayedi

3,4

and Yousr Moalla

3,4

Research Groups in Intelligent Machines, REGIM-Lab, National Engineering School of Sfax, University of Sfax,

BP 1173, 3038 Sfax, Tunisia

Higher Institute of Computer Science and Multimedia of Sfax, University of Sfax, Technological pole of Sfax,

BP 242, 3021 Sfax, Tunisia

Child and Family Mental Health Research Laboratory, Hedi Chaker University Hospital Center, Sfax, Tunisia

Child Psychiatry Department at Hedi Chaker University Hospital Center, Sfax, Tunisia

Keywords:

ADHD, Assessment, Therapy, Gamiﬁcation, Mobile Application, Child Psychiatry, Mental Health.

Abstract:

Attention Deﬁcit Hyperactivity Disorder (ADHD) is a complex neurodevelopmental condition that inﬂuences

a person’s thinking patterns and behavior. Early diagnosis and intervention for ADHD are crucial for im-

proving outcomes, as they can signiﬁcantly enhance the overall development and well-being of those affected.

However, many families encounter various challenges that can lead to delays in treating this disorder. To

address these issues, this paper presents an innovative and interactive gaming-based platform designed to en-

hance the assessment and therapy of ADHD in children. By leveraging engaging gameplay mechanics and

user-friendly mobile technology, the proposed solution aims to provide a dynamic platform for evaluating

ADHD symptoms while delivering therapy treatment. In particular, our platform incorporates cognitive, be-

havioral and emotional therapeutic exercises, capable of offering signiﬁcant support to children with ADHD

by enhancing self-control, managing impulse and building organizational skills. These exercises are carefully

selected by healthcare professionals. Clinical insights and feedback from child psychologists were integral

in developing the games’ mechanics, which not only assess attention but also reinforce coping strategies and

behavioral skills. This study underscores the potential of mobile gaming as a transformative tool in pediatric

mental health care, paving the way for future research and application in this critical area.

1 INTRODUCTION

1.1 Context

Attention Deﬁcit Hyperactivity Disorder (ADHD) is a

prevalent neurodevelopmental disorder affecting mil-

lions of children worldwide. The World Health Or-

ganization (WHO) estimates that globally, the preva-

lence of this disorder among children is approxi-

mately 5% (WHO, 2021). ADHD affects popula-

tions worldwide, spanning multiple countries with di-

verse cultural, social, and economic contexts. Preva-

lence rates may vary signiﬁcantly between different

countries due to region-speciﬁc factors (Al-Wardat

https://orcid.org/0000-0002-0483-6329

https://orcid.org/0000-0001-6706-4218

et al., 2024). According to the centers for dis-

ease control and prevention, approximately seven mil-

lion children in the U.S. have been diagnosed with

ADHD in 2022, which is about 11.4% of children

aged 3 to 17 years (Melissa et al., 2024). Tunisia

also faces the issue of ADHD. In fact, the study of

Khemakhem et al. further emphasizes the preva-

lence of ADHD in Tunisian school children (Khe-

makhem et al., 2012). The American psychiatric as-

sociation’s diagnostic and statistical manual of mental

disorders (DSM-5) describes the diagnostic criteria

for this disorder (American Psychiatric Association,

2013). Characterized by symptoms of inattention, hy-

peractivity, and impulsivity, ADHD can signiﬁcantly

impact a child’s academic performance, social inter-

actions, and overall quality of life. Traditional meth-

ods of diagnosis and management often involve clin-

Walha, R., Drira, F., Guizani, I., Regaieg, W., Khemakhem, K., Chaabane, M., Ayedi, H. and Moalla, Y.

Interactive Solutions for Advancing Attention Deﬁcit Hyperactivity Disorder Diagnosis and Management in Children.

DOI: 10.5220/0013287000003938

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 11th International Conference on Information and Communication Technologies for Ageing Well and e-Health (ICT4AWE 2025), pages 58-69

ISBN: 978-989-758-743-6; ISSN: 2184-4984

ical assessments and behavioral interventions, which

can be resource-intensive and may not fully engage

young patients. In addition, ADHD symptoms can

vary widely among individuals and may overlap with

other conditions. This can complicate the diagnostic

process, as clinicians may need more time to differen-

tiate ADHD from other disorders.

Despite the importance of early evaluation for

ADHD, many families encounter various challenges

that can lead to delays in identifying and managing

the disorder. These challenges can include the lack

of parents’ awareness. In fact, many parents may

not recognize the symptoms of ADHD or may at-

tribute them to typical childhood behavior, leading

to underreporting of concerns to healthcare providers.

Moreover, the process of diagnosing ADHD often in-

volves comprehensive assessments, including inter-

views, behavioral evaluations, and input from parents

and teachers. This multi-step process can be time-

consuming and may require multiple appointments.

Besides the complex ADHD evaluation process, fami-

lies may struggle to effectively communicate their ob-

servations about their child’s behavior to healthcare

professionals, leading to misunderstandings or misin-

terpretations.

All these factors collectively contribute to delays in

obtaining a proper evaluation for this neurodevelop-

mental disorder, which can impact the timely imple-

mentation of effective interventions and support for

children with ADHD. Addressing these challenges is

essential to ensure that families receive the help they

need as early as possible.

1.2 Contributions

In recent years, the integration of technology into

healthcare has opened new avenues for enhancing the

diagnosis and management of diseases and disorders.

In particular, gamiﬁcation can play a crucial role in

ADHD evaluation and therapy. More precisely, in-

teractive solutions, particularly those leveraging mo-

bile and gaming technologies, offer innovative ap-

proaches to engage children in their own care. This

work explores the potential of interactive solutions in

the context of ADHD. Especially, we propose an in-

teractive gaming-based mobile application in order to

advance ADHD diagnosis and management in chil-

dren. The proposed solution can provide real-time

feedback, personalized therapeutic exercises, and en-

gaging assessments that not only make the process

more enjoyable for children, but also yield valuable

data for clinicians. By examining the effectiveness

of gamiﬁed applications and mobile platforms in the

context of child psychiatry, we aim to highlight how

these technologies can improve patient engagement,

enhance therapeutic outcomes, and support healthcare

providers in delivering more effective interventions.

Ultimately, this innovative approach seeks to trans-

form the way ADHD is diagnosed and managed, pro-

viding a more comprehensive and accessible frame-

work for supporting children and their families.

In this work, we explore innovative strategies to

overcome the limitations of traditional ADHD di-

agnostic methods. Our main contributions towards

developing an innovative platform for children with

ADHD can be summarized as follows:

• Game-Based Assessment Tool: The platform in-

volves specially designed games that measure at-

tention, memory, impulsivity, and reaction times.

These assessments can be aligned with estab-

lished ADHD diagnostic criteria, providing valu-

able data to clinicians. Especially, we develop an

interactive game based on the Conners CPT3 test

(Conners et al., 2003), designed to capture chil-

dren’s attention while collecting valuable data for

the overall diagnostic evaluation.

• Behavioral Tracking Algorithms: Through

play-wise principle, the system tracks behavioral

patterns such as attention span, response accuracy,

task-switching abilities, and time spent on each

task. Consequently, doctors can analyze these be-

haviors to identify potential ADHD symptoms.

• Cognitive, Behavioral and Emotional Thera-

peutic Activities: the platform introduces cogni-

tive, behavioral and emotional exercises of ther-

apy designed for children with ADHD. Especially,

interactive tasks requiring patience and thoughtful

responses are developed to help children practice

controlling impulsive behavior. In addition, we

design executive function activities that develop

planning and decision-making skills, which are

often areas of difﬁculty for children with ADHD.

• Comprehensive Healthcare Professionals’

Dashboard: Detailed progress reports are dis-

played for healthcare professionals in the web

part of the proposed platform, allowing them

to access gameplay data and the assessment

reports about the child’s performance in terms of

attention and behavior, as well as child’s emotion.

Such a dashboard can supplement traditional

ADHD diagnostic methods and monitor the

child’s ongoing management.

• Gamiﬁed Reward System: the platform in-

volves a reward system that encourages children

to achieve goals, complete tasks, and improve

their scores over time. In fact, rewards and in-

centives are provided to promote improvements of

Interactive Solutions for Advancing Attention Deﬁcit Hyperactivity Disorder Diagnosis and Management in Children

the child’s performance, teaching him the value of

patience, persistence, and focus.

• Empowering Arabic-Speaking Children with

ADHD: our innovative platform represents a sig-

niﬁcant advancement in providing accessible and

effective support for children with ADHD in the

Arabic-speaking community. By using Arabic

language in the mobile interfaces dedicated for

children, we ensure that our solution resonates

with the local population, fostering a sense of fa-

miliarity and connection.

The remainder of the study is organized as fol-

lows: Section 2 outlines relevant related works by dis-

cussing existing tools for ADHD evaluation and man-

agement. Section 3 focuses on details of the proposed

interactive platform for ADHD assessment and ther-

apy, particularly the developed games and therapeutic

activities, emphasizing the mobile and web interfaces

as well as the assessment reports. Section 4 presents

the system components and the data ﬂow within the

proposed solution. Finally, Section 5 concludes the

manuscript with insights from the study and outlines

emerging areas for future research.

2 RELATED WORK

ADHD is a common and signiﬁcant neurodevelop-

mental disorder affecting children. The assessment

and treatment of ADHD have been subjects of ex-

tensive research, focusing on various methodologies,

tools, and therapeutic approaches. One of the most

widely used tools for assessing ADHD is behavioral

rating scales, such as the Conners rating scales (Con-

ners et al., 2003). These instruments provide quan-

titative data regarding a child’s behavior across dif-

ferent settings. Cognitive tests that evaluate attention,

memory, and executive functioning are also interest-

ing. Instruments like the Continuous Performance

Test (CPT) measure attention-related capabilities and

are often used in conjunction with behavioral assess-

ments (Booth, 2010).

In the context of ADHD therapy, behavioral in-

terventions focus on modifying speciﬁc behaviors

through reinforcement strategies. Parent training

programs, school-based interventions, and cognitive-

behavioral therapy (CBT) are effective in improv-

ing behavior and coping strategies (Pelham, 2005).

Recently, different advancements include the use

of digital tools for ADHD assessment and therapy

(Pe

nuelas-Calvo et al., 2022). Recent research studies

have increasingly focused on the potential of gaming-

based assessment and therapy as an innovative ap-

proach to address the challenges faced by children

with ADHD. These studies explore how interactive

digital games can be designed to improve attention,

impulse control, and emotional regulation in a fun and

engaging manner.

Different interactive applications have been devel-

oped to engage children in the diagnostic and therapy

process while providing valuable data for clinicians.

For instance, in (Wu, 2024), Wu et al. explored the

use of multimodal interaction and proposed a new ap-

proach to ADHD therapy through the integration of

a jigsaw game combined with eye-tracking technol-

ogy. This proposition aims to improve attention, fo-

cus, and cognitive features in ADHD patients by en-

gaging them in therapeutic tasks that utilize both lan-

guage and visual stimuli. Cerezo et al. explored how

the collaborative design and creation of physical, in-

teractive tabletop games can support the development

of soft skills in children with ADHD (Cerezo et al.,

2024). In (Song et al., 2023; Doulou and Drigas,

2022), the authors share a common focus on leverag-

ing advanced digital technologies, like virtual reality

and remote sensing, to assess and understand ADHD

symptoms in children.

The assessment and management of ADHD have

evolved signiﬁcantly, with a range of methods and

systems available for clinicians. Continued research

into innovative tools and therapies holds promise for

improving outcomes for children with ADHD, mak-

ing early and effective intervention more accessible.

3 PROPOSED PLATFORM FOR

ADHD ASSESSMENT AND

THERAPY IN CHILDREN

In this work, we propose an innovative platform that

leverages interactive games and activities for chil-

dren to assist in the early diagnosis and ongoing man-

agement of the neurodevelopmental ADHD disorder.

The proposed platform involves an interactive Con-

ners CPT3-based gaming tool and various therapeu-

tic activities. Our solution includes mobile and web

parts. Designed for children, the mobile application

provides a user-friendly, fun, and engaging environ-

ment to evaluate behaviors and implement therapeutic

cognitive, comportmental and emotional exercises for

children with ADHD.

The web application designed for healthcare pro-

fessionals serves as analytics tools that streamlines

patient management and enhances clinical decision-

making.

ICT4AWE 2025 - 11th International Conference on Information and Communication Technologies for Ageing Well and e-Health

3.1 Interactive Conners Cpt3-Based

Gaming Tool for ADHD Assessment

This section examines a creative approach that tack-

les the shortcomings of conventional ADHD diagnos-

tic methods. We present the incorporation of mobile

game-based assessment and the strategic application

of the Conners CPT3 (Continuous Performance Test

3rd edition), highlighting the advancements aimed at

achieving more accurate and thorough ADHD diag-

noses.

3.1.1 Gameplay Mechanism

In accordance with the principles of the Conners

Continuous Performance Test 3rd edition (CPT3),

we have developed a mobile game that accommo-

dates both Latin and Arabic scripts. This innova-

tive tool functions as an interactive means to evalu-

ate attention-related aspects in children with ADHD,

facilitating data collection and analysis. The game

is speciﬁcally designed to reﬂect the features of the

Conners CPT3, allowing for a thorough assessment

that adheres to established diagnostic criteria.

The mobile game, designed to evaluate attention-

related aspects in children, incorporates a straightfor-

ward yet effective algorithm. The algorithm mirrors

the principles of the Conners CPT3, aiming to pro-

vide a smooth and unobtrusive experience for young

users. Built on the Flutter framework, the game guar-

antees an engaging interface while effectively gather-

ing crucial data for ADHD assessment. At the com-

mencement of the game, users are greeted with clear

and straightforward instructions, as shown in Figure

1. These instructions are tailored to be easily under-

stood by children, promoting engagement and com-

prehension. The objective is to foster a supportive

atmosphere that aids the child’s grasp of game me-

chanics.

After tapping the start button, the instructions disap-

pear, and the child begins the 360-trial assessment.

Random letters appear on the screen, as illustrated

in Figure 2, and the child must quickly tap any let-

ter, except the non-target letter “X” for the English

language for example. The game’s user interface is

deliberately designed to be simple and unobtrusive,

reducing potential distractions during the assessment.

By prioritizing a clean and intuitive layout, the mobile

game enables children to interact with it easily. This

mobile design choice ensures that the data collected

accurately represents the child’s true attention-related

responses. This algorithm aims to create an engag-

ing, reliable, and comprehensible tool that aligns with

the Conners CPT3 and considers the needs of child

participants.

Figure 1: User interfaces for the mobile game guidelines in

English (a) and Arabic (b) languages.

3.1.2 Core CPT3 Metrics and Features

Conners CPT3 principle focuses on measuring atten-

tion and impulsivity-related issues in ADHD individ-

uals by relying on four main dimensions which are:

• Inattentiveness: indicating the person’s capacity

to sustain focused attention.

• Impulsivity: assessing the person’s ability for in-

hibiting impulsive reactions.

• Sustained Attention: evaluating the individual’s

capacity to sustain attention over time.

• Vigilance: involving paying close attention when

changing levels of stimulus frequency and being

ready to respond.

These dimensions offer a holistic view of a per-

son’s attentional behaviors and cognitive functions,

aiding in a detailed assessment of ADHD and related

problems. Each dimension is characterized by spe-

ciﬁc features extracted during gameplay, as depicted

in Figure 3. In Table 1, we clearly deﬁne these fea-

tures that collectively assess ADHD related issues.

By combining these elements, the mobile gaming tool

offers a thorough framework for analyzing attention-

related behaviors and cognitive functions, enabling a

more nuanced evaluation of ADHD.

3.1.3 Assessment Report

Following gameplay and data collection, a detailed

assessment report is generated for the clinician, in-

cluding raw data as well as visual representations

of each attentional dimension. This output provides

clear and interpretable information for an in-depth

Interactive Solutions for Advancing Attention Deﬁcit Hyperactivity Disorder Diagnosis and Management in Children

Figure 2: The proposed mobile game-play interfaces in English (ﬁrst row) and Arabic (second row). Child must quickly tap

any letter, except the non-target letter “X” for the English language (except the non-target letter “¼” for the Arabic language,

respectively).

Figure 3: Conners CPT3 dimensions and features used for the assessment of ADHD.

examination of the child’s performance, offering in-

sights into traits such as reaction time, impulsive be-

havior, changes in sustained attention, and vigilance

performance. In particular, graphs visually summa-

rize these characteristics, providing a quick under-

standing of a child’s behaviors. An extract of this out-

put report is given in Figures 4 and 5.

3.2 Therapeutic Activities

In response to the unique challenges faced by chil-

dren with ADHD, we propose a comprehensive tool

designed to facilitate therapeutic activities tailored to

their speciﬁc needs. This innovative platform com-

bines engaging, interactive exercises with evidence-

ICT4AWE 2025 - 11th International Conference on Information and Communication Technologies for Ageing Well and e-Health

Table 1: Detailed description of the CPT3 features.

Feature Description

Detectability (d’) It assesses the child’s ability to accurately differentiate between target stimuli (non-

“X”, respectively non-“¼” for the Arabic) and non-target stimuli (“X”, respectively “

¼” for the Arabic). Signiﬁcant values correlate with increased discriminatory poten-

tial.

Omissions Omissions deﬁne missed target stimuli, which are indicative of reduced attention.

Commissions Incorrect answers to non-target stimuli are indicated by commissions.

Hit Reaction Time

(HRT)

HRT refers to the response speed which is the time it takes for a user to respond to a

stimulus.

HRT Standard De-

viation (SD)

It reﬂects the response speed consistency. A high SD in HRT suggests that there is

a wide range of response times for answers. This could indicate inconsistency in re-

sponse speed, potentially due to ﬂuctuating attention levels. A low SD indicates that

most of responses have similar reaction times, suggesting a more consistent engage-

ment with the task.

Perseverations Perseverations are deﬁned as random or anticipatory responses (i.e. HRT<100ms)

HRT block change It refers to the change in response speed across blocks of trials. Since the CPT3 test

is divided into blocks of trials, HRT block change looks at whether a user’s response

time becomes faster or slower as the assessment progresses.

Omissions and

commissions by

block

Omissions by block deﬁne missed target stimuli by block. Commissions by block

refer to incorrect answers to non-target stimuli by block. These two rates monitor

performance across each section of the test. Increasing rates in later blocks may

signal a decrease in sustained attention and engagement.

HRT Inter-Stimulus

Interval change

HRT Inter-Stimulus Interval (ISI) change assesses how reaction times vary with dif-

ferent ISIs (i.e. 1, 2, and 4 seconds). Variations in response speed across ISIs can

indicate difﬁculties in maintaining vigilance and adjusting to changing tasks.

Omissions and

commissions by ISI

Omissions and commissions by ISI assess performance across different ISI trials.

Increased errors in longer ISIs indicate diminished attention and vigilance.

Figure 4: Illustration of raw data collected following a sam-

ple of gameplay and presented in the dashboard which is

dedicated to the healthcare professional and involved in the

proposed web application.

based therapeutic strategies to promote skill develop-

ment in areas such as attention, impulse control, and

emotional regulation. The proposed mobile applica-

tion includes a variety of activities that are both enjoy-

able and beneﬁcial, making therapy more accessible

and effective for children. Each activity is designed

to be adaptable, allowing caregivers and therapists to

customize the experience based on the child’s individ-

ual preferences and developmental stage. By incorpo-

rating gamiﬁcation elements, the tool aims to enhance

motivation and participation, creating a supportive en-

vironment where children can thrive.

This proposed tool not only serves as a resource for

therapy, but also empowers parents and educators to

engage with children in meaningful ways. Through

structured activities that encourage focus and self-

regulation, we aim to foster lasting improvements in

the daily lives of children with ADHD, supporting

their overall growth and well-being. In the following

subsections, we present the different proposed cogni-

tive, behavioral, and emotional therapeutic exercises.

3.2.1 Cognitive Exercises

Cognitive therapeutic activities play an essential role

in supporting children with ADHD by targeting the

core challenges they face, such as difﬁculties with

attention, impulse control, and emotional regulation

Interactive Solutions for Advancing Attention Deﬁcit Hyperactivity Disorder Diagnosis and Management in Children

Figure 5: Illustration of some samples of assessment features within the assessment report.

(Barkley, 2015). The proposed cognitive exercises

are designed not only to engage children in meaning-

ful ways, but also to foster essential cognitive skills

that can signiﬁcantly enhance their daily functioning

and quality of life. Figure 6 illustrates examples of

interfaces designed for cognitive activities. For in-

stance, the principle of the therapeutic exercise shown

in Figure 6(a) involves encouraging the child to uti-

lize this tool whenever they face a problem. They

are instructed to take notes that connect the triggering

context of the situation with their thoughts, emotions,

physical sensations, behaviors, and the consequences

that follow. This reﬂective process aims to help the

child gain insight into their experiences and develop

healthier coping strategies.

The objective of the exercise illustrated in Figure 6(b)

is to facilitate the daily completion of small tasks for

children, thereby boosting their self-esteem. By fol-

lowing the given instructions, the child is encouraged

to categorize their tasks into three groups: tasks they

always complete, tasks they sometimes complete, and

tasks they do not complete. This structured approach

helps children recognize their achievements and ar-

eas for improvement, fostering a sense of accomplish-

ment and conﬁdence.

The exercise presented in Figure 6(c) is a concentra-

tion game with the following objective: the child is

tasked to select the correct image from a list of op-

tions featuring objects or colors. The game provides

various difﬁculty levels and tracks the child’s score,

helping to enhance focus and attention skills in a fun

and engaging way.

The signiﬁcance of these cognitive therapeutic ac-

tivities lies in their ability to provide structured, inter-

active experiences that promote active learning and

skill development. By focusing on cognitive pro-

cesses, such as problem-solving (like the activity pre-

sented in Figure 6(a)), attention management (like the

activity presented in Figure 6(b)), and memory (like

the activity presented in Figure 6(c)), these exercises

help children build resilience and improve their abil-

ity to navigate various situations both at home and in

school. By incorporating cognitive therapeutic activ-

ities into children’s routine, their motivation and en-

gagement can be enhanced, making therapy feel like

an enjoyable part of their days. This positive approach

can lead to increased participation and, ultimately,

better therapeutic outcomes.

3.2.2 Behavioral Exercises

Behavioral therapeutic activities are crucial for sup-

porting children with the neurodevelopmental ADHD

disorder by providing practical strategies to manage

their symptoms and improve their overall functioning

(Daley et al., 2014). The proposed behavioral exer-

cises, which are illustrated in Figure 7, focus on rein-

forcing positive behaviors, enhancing self-regulation,

and developing coping mechanisms that can signiﬁ-

cantly beneﬁt children in various aspects of their lives.

These therapeutic activities are effective tools to sup-

port children’s behavioral development. Speciﬁcally,

the proposed exercise presented in Figure 7(a) focuses

ICT4AWE 2025 - 11th International Conference on Information and Communication Technologies for Ageing Well and e-Health

Figure 6: Some interfaces with English annotations of cognitive activities within the proposed mobile application.

on activity transition management. For example, if a

child ﬁnds it difﬁcult to ﬁnish a fun activity and it is

time to start his homework, here’s a fun tip. He uses

the Bingo wheel to decide how he wants to smoothly

wrap up his current activity. Parents can give it a spin

and let it choose which activity will be his last be-

fore transitioning to his homework. This method can

make the transition more enjoyable and motivate the

child to complete his tasks positively.

The objective of the therapeutic exercise illustrated

in Figure 7(b) focuses on establishing daily routines.

More precisely, this exercise helps the child create

consistent routines for daily activities such as home-

work, chores, or preparing school supplies. Fixed and

predictable schedules foster the development of plan-

ning and organizational skills, making it easier for the

child to manage their responsibilities and transitions

throughout the day.

The reward activity depicted in Figure 7(c) relies on

a token economy system for reinforcement. The idea

is for a kid with ADHD to earn tokens each time he

successfully manages his anger, for example. These

earned tokens can later be exchanged for a reward that

he enjoys. This system encourages positive behavior

and helps children learn to regulate their emotions by

providing tangible incentives for their efforts.

The signiﬁcance of these proposed therapeutic ac-

tivities in the context of ADHD management lies in

their ability to create structured environments where

the child can practice and internalize desired behav-

iors. By engaging in activities that encourage self-

monitoring and goal-setting, the child learns to nav-

igate challenges more effectively. This proactive ap-

proach not only helps children with ADHD gain con-

trol over their impulses but also fosters greater inde-

pendence and responsibility.

In summary, the proposed behavioral therapeutic

activities play a vital role in helping children with

ADHD develop essential skills for managing their

symptoms, building self-esteem, and achieving suc-

cess in their daily lives. By focusing on behavioral

improvement in a structured and enjoyable manner,

we can lay the foundation for lasting positive change.

3.2.3 Emotional Exercises

Emotional therapeutic activities play an important

role in supporting children with ADHD by helping

them develop essential emotional regulation skills

(Musser and Nigg, 2019). In fact, children with

ADHD often face challenges in managing their emo-

tions, which can lead to heightened frustration, anx-

iety, and social difﬁculties. The main objective of

the proposed emotional exercises, which are intro-

duced in the proposed platform and shown in Figure

8, aim to provide structured, engaging ways for chil-

dren to understand and express their feelings more ef-

fectively. For instance, the exercise illustrated in Fig-

ure 8(a) focuses on the awareness of emotions. More

precisely, the child is encouraged to identify and ex-

press his emotion for each event he experiences. This

practice helps him develop emotional awareness and

understand the signiﬁcance of their feelings, fostering

better emotional regulation and communication skills.

Interactive Solutions for Advancing Attention Deﬁcit Hyperactivity Disorder Diagnosis and Management in Children

Figure 7: Some interfaces with English annotations of behavioral activities within the proposed mobile application.

As illustrated in Figure 8(b), we integrate also in

the proposed mobile application a therapeutic activity

which is based on a guided deep breathing method us-

ing the hand. Speciﬁcally, the kid is guided to practice

deep breathing by tracing his ﬁngers or using his hand

as a visual aid. As the child having ADHD inhales and

exhales, this exercise promotes relaxation and helps

him manage anxiety or overwhelming emotions, fos-

tering greater emotional regulation and calmness.

In addition, the implemented therapeutic activity pre-

sented in Figure 8(c) focuses on the principle of emo-

tions’ wave. In this exercise, and by following the

given instructions, the kid with ADHD is encouraged

to visualize his emotions as a wave, illustrating how

feelings can rise and fall over time. He can express

and discuss his emotions related to different experi-

ences, helping him understand that emotions are nat-

ural and can be managed. Besides promoting emo-

tional awareness and management, this exercise en-

courages children with ADHD to reﬂect on their feel-

ings in a constructive way.

The signiﬁcance of these activities lies in their

ability to foster emotional awareness and manage-

ment. By participating in guided practical thera-

peutic exercises that encourage self-reﬂection, kids

with ADHD learn to identify their emotions and the

triggers behind them. This understanding is crucial

for developing coping strategies that can help miti-

gate impulsive reactions and improve their interac-

tions with family members, relatives, as well as peers.

3.2.4 Assessment Report

This section provides an overview of the generated

assessment report conducted to evaluate the presence

and impact of the neurodevelopmental ADHD disor-

der in the children. The assessment report includes a

combination of cognitive, behavioral and emotional

observations about each child (as presented in Fig-

ure 9). This approach is designed to gather detailed

information about the patient’s attention, impulsiv-

ity, and hyperactivity across different settings. The

generated report also captures the child’s verbal and

non-verbal responses during the activities, highlight-

ing their engagement level and insight into their ex-

periences. Documenting therapeutic exercises can re-

veal patterns in the ADHD child’s responses, help-

ing to identify which activities are most effective and

which may need modiﬁcation.

A history of activities, including date and time,

is presented in the generated assessment report in or-

der to ensure consistent engagement in the developed

therapeutic activities. Keeping a record helps track

the progress of the child with ADHD over time, al-

lowing healthcare professionals to assess improve-

ments and adjust interventions accordingly. In addi-

tion, it is important to understand the kid’s history, al-

lowing for more tailored therapeutic approaches and

ensuring that activities align with his interests and

needs. Moreover, a detailed record facilitates bet-

ter communication between parents and therapists,

providing a common reference point for discussions

about the development of the child with ADHD.

By analyzing this data, we aim to understand the

ICT4AWE 2025 - 11th International Conference on Information and Communication Technologies for Ageing Well and e-Health

Figure 8: Some interfaces with English annotations of emotional activities within the proposed mobile application.

severity of symptoms, their inﬂuence on daily func-

tioning, and any coexisting conditions that may be

present. This thorough evaluation is very important

for healthcare professionals in order to help them

develop an accurate diagnosis and formulate an ef-

fective treatment plan tailored to the ADHD child’s

needs. In conclusion, such a report synthesizes cog-

nitive, behavioral, and emotional observations to pro-

vide a holistic view of the ADHD child’s functioning.

The collected insights will inform recommendations

for interventions, support strategies, and further as-

sessments as needed, ensuring that the children with

ADHD receive the comprehensive care necessary for

their development.

4 IMPLEMENTATION AND DATA

FLOW

4.1 Proposed Development Architecture

The proposed platform is built around three key com-

ponents: the mobile application implemented using

the Flutter framework, the backend server built us-

ing the Django framework, and the web server devel-

oped with the Angular framework. Together, these

elements create a user-friendly experience for chil-

dren and parents, offer an effective diagnostic tool for

healthcare professionals, and ensure secure data stor-

age. An overview about the proposed platform archi-

tecture is presented in Figure 10.

4.2 Data Flow and Key Technologies

The proposed mobile application enables parents to

create accounts, register their children through a reg-

istration form, and complete interactive activities to

assess ADHD features and manage ADHD-related is-

sues. The data generated by these various activities

is securely transmitted to the backend server, where it

is processed and stored within the Firestore database.

Alternatively, healthcare professionals are able to ac-

cess the proposed platform via the web application

developed using the Angular framework. This web

application allows doctors to view a list of patients,

where they can also check parent and child proﬁles,

form responses, game data, and diagnostic reports.

The web server interacts with the Firestore database

to fetch and update patient data.

The selected technologies for each component en-

hance the system’s overall efﬁciency and reliabil-

ity. Speciﬁcally, Flutter facilitates a seamless and re-

sponsive user interface on different mobile devices.

Django serves as a dependable and scalable backend

solution, while Angular creates a dynamic and engag-

ing web application. Additionally, Firestore, which

is a NoSQL cloud database, ensures secure storage

and data synchronization. The system is designed to

ensure efﬁcient and precise data exchange. From par-

ticipant inputs in the mobile application to diagnos-

tic data stored in Firestore, the architecture facilitates

seamless and secure data transfer. HTTPS encryption

is employed to protect sensitive and conﬁdential in-

formation during transmission, ensuring privacy and

security.

Interactive Solutions for Advancing Attention Deﬁcit Hyperactivity Disorder Diagnosis and Management in Children

Figure 9: Example of an assessment report presented in the dashboard of the healthcare professional through the proposed

web application.

Figure 10: An overview about the proposed platform architecture.

Through the proposed platform, we mention that

we will be able to collect a database covering cogni-

tive, behavioral and emotional patterns. The collected

data could serve as a foundation for building ma-

chine learning models that can assist in early detec-

tion, treatment planning, and ongoing monitoring of

children with ADHD. Machine learning algorithms,

such as those studied in (Harizi et al., 2022) (Walha

et al., 2015), could leverage this data to detect sub-

tle patterns that might not be immediately apparent to

clinicians, enabling more accurate and timely diagno-

sis.

5 CONCLUSION

In conclusion, this research work underscores the sig-

niﬁcant potential of interactive solutions in enhanc-

ing the assessment and therapy of ADHD in children.

By integrating engaging, game-based tools, and inter-

active therapeutic exercises with established assess-

ment frameworks, the proposed platform can create

an environment that not only motivates children but

also improves their attention and behavioral regula-

tion. In addition to individual beneﬁts, the developed

activities empower parents and healthcare profession-

als by equipping them with effective tools to support

children in managing their ADHD symptoms. More-

over, by fostering a collaborative online environment

ICT4AWE 2025 - 11th International Conference on Information and Communication Technologies for Ageing Well and e-Health

through the proposed platform, they can track the

child’s progress without frequent clinic visits, making

it convenient for ongoing ADHD management. Over-

all, the proposed interactive gaming-based tool and

therapeutic activities represent a vital component in

the comprehensive care of children with ADHD, lay-

ing the groundwork for lasting improvements in their

cognitive and emotional well-being. As we look to

the future of research on interactive solutions for ad-

vancing ADHD assessment and therapy in children,

several key perspectives emerge. First, it is crucial

to continue exploring and validating these innovative

solutions in real case studies, ensuring they are acces-

sible and effective for diverse populations. In Particu-

lar, we will continue collaborating with medical insti-

tutions to validate the proposed platform’s effective-

ness through clinical trials, ensuring it adheres to best

practices in ADHD diagnosis and management. Sec-

ond, incorporating advancements like computer vi-

sion and machine learning could provide personalized

feedback and adaptive learning experiences, further

enhancing the efﬁcacy of these interactive solutions.

ACKNOWLEDGEMENTS

This work would not have been possible without the

support and funding of the Ministry of Higher Educa-

tion and Scientiﬁc Research of Tunisia under the grant

agreement numbers LR11ES48 and 22PEJC-D3P5.

We extend our sincere gratitude to the doctors of the

Child Psychiatry Department at Hedi Chaker Univer-

sity Hospital Center of Sfax, for their invaluable ex-

pertise and dedication, which greatly enriched our

ﬁndings and ensured the study’s relevance to real-

world medical practice.

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