Interaction Technics and its Implementation into Designing Interactive fidget-friendly classroom furniture for ADHD

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) is highly common in children all over the world and it started to increasingly be recognized in adults (Reda El-Sayed, 2018). According to the National institute of Mental Health, ADHD occurs in an estimated 3 to 5 percent of preschool and school-age children. Thus, it is possible to detect at least one child in a class of 25 to 30 children, conditioned with ADHD. As a result, 6.5% and 7.9% among the primary school children reported prevalence of ADHD (Reda El-Sayed, 2018). Boys 13.2% are more likely than girls 5.6% to be diagnosed with ADHD. Males with ADHD are reported to have more hyperactive/impulsive symptoms than females with ADHD. (Skogli, 2013) As ADHD is also highly misunderstood. Most of the people visualize this disorder as something normal happens to their children but they don't understand the circumstances of this disorder and they act with the symptoms as if it is something normal happening to their children. Therefore, the main question for this paper is “How to use interaction design technics to support the Physical treatment plan, help diagnosing children with ADHD in an early stage? Along with help relieve recurring symptoms of ADHD young schoolers enhancing their learning capabilities? The research relied on using various methodologies which are interviews along with gathered information from psychiatrists. Suggesting a conceptual layout for the component that could be used designing an Interactive fidget-friendly classroom furniture for ADHD offering more opportunities for both monitor and regulate the physical activities and energy release at class room environment of ADHD children, updating the involved parties with the condition of the ADHD child, in order to prepare or refit the educational activities according to his needs and capabilities.