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Technology-Based Interventions for Children and Adolescents with ADHD: A Systematic Review and Meta-Analysis
Irem Ceyhan1,2, Gokcen Akyurek2
1Department of Occupational Therapy, Fenerbahçe University, Istanbul, Turkey.
Physical & Occupational Therapy in Pediatrics
|June 24, 2026
Summary
Technology-based interventions show promise for improving executive functions in children with attention deficit hyperactivity disorder (ADHD). Non-immersive digital tools offer practical benefits, while immersive technologies may aid complex learning.
Area of Science:
- Neuroscience
- Pediatrics
- Digital Health
Background:
- Attention deficit hyperactivity disorder (ADHD) significantly impacts cognitive, behavioral, and functional domains in children and adolescents.
- Technology-based interventions are increasingly explored to address ADHD symptoms.
- Digital formats range from non-immersive (e.g., apps, computer programs) to immersive (e.g., virtual reality).
Purpose of the Study:
- To systematically analyze the effectiveness of technology-based interventions in improving executive functions in pediatric ADHD populations.
- To compare the impact of non-immersive versus immersive digital formats on cognitive, behavioral, and functional outcomes.
- To evaluate outcomes across different executive function domains, including working memory, cognitive flexibility, and inhibitory control.
Main Methods:
- A meta-analysis was conducted on randomized controlled trials (RCTs) identified through comprehensive database searches (MEDLINE, Web of Science, Cochrane Library) for studies published between 2020 and 2025.
- Data extraction and study screening were performed independently by two reviewers.
- Pooled standardized mean differences (SMDs) were calculated using a random-effects model, with subgroup analyses differentiating between immersive and non-immersive interventions.
Main Results:
- The meta-analysis included 34 studies, with 14 RCTs contributing to the executive function analysis.
- Technology-based interventions demonstrated a small-to-moderate positive effect on overall executive functions (SMD = 0.24), though not statistically significant (p=0.059).
- Significant improvements were observed in working memory (SMD = 0.36, p=0.008) and cognitive flexibility (SMD = 0.30, p<0.05), but not in inhibitory control (SMD = 0.18, p=0.064). Substantial heterogeneity was noted (I²=68.3%).
Conclusions:
- Technology-based interventions show potential for enhancing core executive functions in children and adolescents diagnosed with ADHD.
- Non-immersive digital tools provide practical and implementable advantages for ADHD management.
- Immersive technology approaches may offer benefits for complex learning in ADHD, although current evidence is limited.
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Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
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