The intervention effect of VISOR in enhancing visual attention by reducing saccades for students with and without ADHD

Abstract

Previous research has shown that children with ADHD perform poorly in visual attention tasks. Additionally, eye movement measurements are well-established tools for investigating visual attention. However, few studies have looked at both simultaneously, especially among children with ADHD. The current study investigated the ability of ADHD diagnosis and eye movement patterns to incrementally predict visual attention task performance, as well as examined whether a novel intervention tool, VISOR, could effectively improve the visual attention task performance of children with ADHD by altering their eye movement patterns and limiting intrusive saccades. Results suggest that eye movement patterns predict visual attention task performance above and beyond ADHD diagnosis alone. Furthermore, using the VISOR reduced the performance gap between children with and without ADHD in visual attention tasks by enhancing the performance of children with ADHD more so than that of children without ADHD. Practical implications for use in the education setting in both classrooms and examinations were discussed.