| Abstrakt: |
There is proof that kids and teens from ethnic minorities get less health care than their non-minority peers, despite the fact that Attention Deficit Hyperactivity Disorder (ADHD) is more common in these populations. Minority children might not receive timely, adequate ADHD intervention because of the low socioeconomic position of minority parents, their lack of awareness regarding ADHD, and the available remedial techniques. People are looking to the digital world for answers to challenges in their daily lives as the number of mobile applications grows. People with impairments now have equal access to learning opportunities because to technological advancements. The majority of their time is now spent on mobile devices by kids. As a result, using mobile applications to solve their problems would be quite successful. Mobile learning, also known as e-learning programs that utilize mobile devices, can be employed as a form of therapy to enhance both executive functioning and general well-being. Also, by practicing cognitive and metacognitive task abilities more frequently, they increase motivation in kids and teenagers. Also, the understanding and retention of the presented information might be aided by the audiovisual stimuli offered through smartphone applications. They may therefore serve as crucial learning aids for kids with ADHD. The current study examines the function and efficacy of mobile applications in enhancing the quality of life of children from ethnic minorities who have Attention Deficit Hyperactivity Disorder (ADHD), as well as the barriers that may impede or delay their access to treatment services. [ABSTRACT FROM AUTHOR] |
