This systematic review aims to investigate the ways in which assistive and developing technologies can help children and adolescents with autism spectrum disorder (ASD) experience less stress and neurophysiological distress. According to recent CDC data, the prevalence of ASD in the United States has climbed to 1 in 36 children. The symptoms of ASD can manifest in a wide range of ways, and the illness itself exhibits significant variations. Furthermore, it has been closely linked to experiencing stress and worry in one’s life, which many people refer to as sensory processing disorder (SPD). SPD is a disorder that describes how people behave when they are exposed to environmental stimuli that they may not normally process by feeling more intense than what is causing them to worry and distress. One of the most significant limiting factors that can prevent someone from engaging in what they need to do in their everyday lives is stress. Individuals with ASD deal with stress on a regular basis, which has a big impact on how they function. In order to address a significant research vacuum concerning the use of assistive and emerging technologies to reduce stress in individuals with ASD, this systematic review aims to investigate performance, measuring techniques, and interventions by gathering data from the past 10 years. In order to determine the research hypothesis, particular research questions, and the inclusion and exclusion criteria for the studies, the research process entails gathering studies through systematic review analysis in accordance with the PRISMA principles. Experimental and observational studies on the use of assistive and emerging technologies for stress and anxiety management in children and adolescents with ASD that were published only in English met the inclusion criteria. Research not directly related to stress and anxiety outcomes, articles published in languages other than English, and research conducted outside of the designated time frame were also excluded. The study’s findings demonstrated that the technologies under examination had beneficial impacts on reducing stress; nonetheless, notable limitations were found that could compromise the replication and generalizability of legitimate and dependable applications in their utilization.

Children with attention deficit hyperactivity disorder (ADHD) frequently experience impairments in a range of abilities. Due to their poor attention and concentration, they find it challenging to stay focused when learning. They need help to retain the directions given by teachers and are very animated. Focus issues, hyperactivity, and attention problems may hamper learning. The needs and challenges of children with ADHD have been addressed by numerous digital solutions over the years. These solutions support a variety of needs (e.g., diagnosing versus treating), aim to address a variety of goals (e.g., addressing inattention, impulsivity, working memory, executive functions, emotion regulation), and employ a wide range of technologies, including video games, PC, mobile, web, AR, VR, tangible interfaces, wearables, robots, and BCI/neurofeedback, occasionally even in tandem. According to studies on the psychological impacts of serious games, immersive games can potentially be valuable tools for treating ADHD. This research investigates using PC, mobile/tablet applications, augmented reality, virtual reality, and brain–computer interfaces to develop executive functions and metacognitive and emotional competencies in children with ADHD through serious games. Following PRISMA 2020 criteria, this systematic review includes a comprehensive search of the PubMed, Web of Science, Scopus, and Google Scholar databases. The database search provided 784 records, and 30 studies met the inclusion criteria. The results showed that serious games assisted by multiple technologies could significantly improve a wide range of cognitive and socioemotional meta-competencies among children with ADHD, including visuospatial working memory, attention, inhibition control, cognitive flexibility, planning/organizing, problem-solving, social communication, and emotional regulation. The results of this review may provide positive feedback for creating more inclusive digital training environments for the treatment of ADHD children.

In the last few years, several computerized tasks have been developed to increase the objectivity of the diagnosis of attention-deficit hyperactivity disorder (ADHD). Usually, its diagnosis is based on the judgment of health professionals using a clinical history that often consists of assessment scales completed by caregivers and/or teachers. Many experts have criticized this way of diagnosing ADHD, as it tends to be subjective by both doctors and caregivers. Many researchers argue that using original digital diagnostic tools in the form of games for children with ADHD may provide much clearer diagnostic clues. A game can be enjoyed much more by children, as it stimulates creativity, sets specific goals to be completed, provides a feedback mechanism that fosters motivation, and offers measurable results. The present work investigates the use and effectiveness of electronic games, either in virtual reality environments or not, for the detection of the symptoms of ADHD.

People are looking to the digital world for solutions to the challenges they face in their everyday lives, as technology continues to advance rapidly. People with impairments now have equal access to learning opportunities due to technological advancements. ADHD (attention deficit hyperactivity disorder) has become more prevalent among children and teenagers from ethnic minorities in recent years. Due to challenges with cognitive and metacognitive functioning, this condition is associated with various learning and behavioral difficulties. People can only assimilate into the social environment once they have developed these functions. Children can learn alternative techniques to manage their cognitive deficiencies and adapt to various contexts by developing self-awareness, self-regulation, and self-control through internal attention. With the rapid advancement of research, numerous medical and psychological approaches have been developed for the treatment of ADHD, significantly assisting in the management of symptoms. The current study examines different therapeutic strategies aimed at improving the quality of life for children from racial and ethnic minorities who are affected by ADHD. These strategies include video games with virtual reality (VR) environments.

Behavior is a relative concept that is evaluated, analyzed, and interpreted based on subjective and social factors. Therefore, it is very likely that different people may characterize the same behavior as normal, desirable, problematic, or undesirable. According to international research, behavioral problems in childhood are the most common forms of dysfunction in interpersonal and social relationships and hinder severely a child's ability to adapt to all levels of education. This paper investigates the behavioral problems that occur in the classroom and the role of ICT in controlling them. It aims to define what problematic behavior is, and what its causes are; to document its impact on the learning process and on the interpersonal relationships of students; and finally, to describe the role that the teacher assumes to prevent, to limit and intervene vigorously, in order to help the students solve their problems.

Attention-Deficit/Hyperactivity Disorder (ADHD) is frequently associated with working-memory (WM) weaknesses that affect learning and everyday functioning. This systematic review examined the extent to which technology-delivered interventions improve WM in children and adolescents with ADHD, with primary emphasis on standardized objective WM outcomes and secondary consideration of rating-based or in-app measures. Following PRISMA 2020 guidelines, we searched PubMed, PsycINFO, Web of Science, Scopus, ERIC, and IEEE Xplore and identified 22 eligible studies spanning PC-based training, mobile interventions, AI-adaptive programs, wearables, and neurofeedback. Across modalities, the clearest near-transfer signal emerged from process-specific PC-based interventions and some AI-adaptive programs evaluated with standardized objective WM tests. Mobile and neurofeedback approaches appeared promising in some studies, but the evidence was more heterogeneous and was more often supported by ratings, in-app composites, or less rigorous designs. Overall, current evidence suggests that technology-assisted WM interventions are most promising when they are process-specific, adaptive, and delivered at a sufficient dose, although conclusions remain constrained by heterogeneity in study design, outcome type, and methodological rigor.