Difficulties in Treating Ethnic Minority Children with ADHD and the Role of Mobile Applications

Doulou, Aikaterini; Drigas, Athanasios; Skianis, Charalampos · 2023 · Crossref

DOI: 10.3991/ijim.v17i15.39553

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Summary

This paper addresses the disparities in Attention Deficit Hyperactivity Disorder (ADHD) diagnosis and treatment between ethnic minority children and their non-minority peers. Despite ADHD being more prevalent in minority populations, these children receive less timely and adequate intervention. The authors investigate the barriers hindering access to care, including low socioeconomic status, lack of parental awareness, cultural mismatches in healthcare systems, and professional bias. Furthermore, the paper explores the potential of mobile applications as a therapeutic tool to enhance executive functioning, metacognition, and overall well-being for these children. The study is a review that synthesizes existing literature on the social, economic, and cultural factors affecting ADHD treatment in minority groups. It categorizes deterrents into five areas: parental perceptions, socioeconomic status, expert stance, lack of culturally appropriate services, and treatment adherence. The authors also review specific case studies and experimental trials involving mobile applications, such as the “ADHD Trainer,” “Living Smart,” and “Say-it and Learn,” to evaluate their efficacy in improving cognitive skills and organizational abilities. The findings reveal that ethnic minority parents often lack awareness of ADHD symptoms, viewing them as natural developmental traits or fearing medication side effects and addiction. Socioeconomic barriers, including lack of health insurance and limited resources, further restrict access to care. Additionally, healthcare providers may exhibit racial stigma or fail to account for cultural differences, leading to misdiagnosis or inadequate treatment plans. Minority children also show lower medication adherence and higher dropout rates compared to white children. However, the review of mobile applications demonstrates positive outcomes. For instance, a case study using the “ADHD Trainer” app resulted in reduced video game addiction and improved academic performance for a child with ADHD. Another study on adults using the “Living Smart” app showed significant reductions in inattention and hyperactivity scores. These digital interventions leverage audiovisual stimuli and frequent practice to boost motivation and cognitive retention. The significance of this research lies in its identification of systemic and cultural barriers that exacerbate health inequities for ethnic minority children with ADHD. It highlights the need for culturally competent healthcare services and increased parental education. Crucially, the paper positions mobile applications as a viable, accessible alternative or supplement to traditional therapies. By offering tools that enhance executive functions and metacognitive skills, mobile technology can help bridge the treatment gap, providing equitable learning opportunities and improving the quality of life for children who are otherwise underserved by the traditional healthcare system.

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• demographic disparities