Bolic Vedrana, Lidström Helene, Thelin Nils, Kjellberg Anette, Hemmingsson Helena
Department of Social and Welfare Studies, Faculty of Health Sciences, Linköping University, SE-601 74 Norrköping, Sweden.
Scand J Occup Ther. 2013 Sep;20(5):357-64. doi: 10.3109/11038128.2012.758777. Epub 2013 Jan 21.
The aim of this study was to investigate computer use in educational activities by students with attention deficit hyperactivity disorder (ADHD) in comparison with that of students with physical disabilities and students from the general population.
The design of the study was cross-sectional with group comparison. Students with ADHD (n = 102) were pair-matched in terms of age and sex with students with physical disabilities and students from the general population (n = 940) were used as a reference group.
The study showed that less than half of the students with ADHD had access to a computer in the classroom. Students with ADHD reported significantly less frequent use of computers for almost all educational activities compared with students with physical disabilities and students from the general population. Students with ADHD reported low satisfaction with computer use in school. In addition, students with ADHD reported a desire to use computers more often and for more activities in school compared with students with physical disabilities.
These results indicate that occupational therapists should place more emphasize on how to enable students with ADHD to use computers in educational activities in school.
本研究旨在调查注意力缺陷多动障碍（ADHD）学生在教育活动中的计算机使用情况，并与身体残疾学生和普通学生进行比较。
本研究采用横断面设计并进行组间比较。ADHD学生（n = 102）在年龄和性别方面与身体残疾学生进行配对，普通学生（n = 940）作为参照组。
研究表明，不到一半的ADHD学生在课堂上能使用计算机。与身体残疾学生和普通学生相比，ADHD学生几乎在所有教育活动中使用计算机的频率都显著较低。ADHD学生对学校计算机使用的满意度较低。此外，与身体残疾学生相比，ADHD学生表示希望在学校更频繁地使用计算机并用于更多活动。
这些结果表明，职业治疗师应更加重视如何使ADHD学生在学校教育活动中使用计算机。
