ADHD Diagnosis and Rehabilitation Dataset
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Attention-Deficit/Hyperactivity Disorder (ADHD) is a common neurodevelopmental disorder that impairs a person's ability to concentrate, manage impulses, and maintain attention. ADHD can have a wide range of repercussions, including academic and professional difficulties as well as relationship and emotional issues. Individuals with ADHD may also have handwriting impairments, such as poor fine motor coordination, legibility, and writing speed. These writing difficulties may be related to dysgraphia, a specific writing impairment that affects people with ADHD. Recognizing these hurdles and providing proper support is critical to assisting individuals affected in overcoming these obstacles and thriving despite them. Medications are commonly used to treat ADHD symptoms, but they can lead to dependence and side effects. Advancements in science and technology have led to the introduction of innovative interventions for ADHD. Therefore, serious games that achieve the aim are implemented. The use of entertainment-based training has been beneficial in treating ADHD. According to research, major ADHD games are divided into two categories: diagnosis and therapy.In the field of rehabilitation, BCI has emerged as a potentiel tool for neurorehabilitation, enabling tailored therapeutic treatments by translating brain impulses into physical motions. Interactive rehabilitation exercises can be a valuable means of encouraging brain plasticity and functional recovery for patients healing from neurological impairments. Specifically for the case of neurological rehabilitation, the change from clinical approaches to the use of Brain-Computer Interface (BCI) and Virtual Reality (VR) is crucial.In the context of functional rehabilitation, the Leap Motion Controller2 (LMC) can be an effective device for developing personalized rehabilitation exercises. This advanced optical tracking system, combined with the Unity environment, allowed for accurate and non-intrusive data collection during the rehabilitation exercises. It uses its Infra-Red sensor and cameras to record hand and finger movements. The recorded data is then sent to a computer through an USB communication port. Using specialized software, like the Leap Motion Controller SDK, the data is processed to follow the human hand in real-time, visualizing the skeletal points of the fingers. As part of the data collection process, the participants' motor responses were recorded using this device. The data is then processed to extract relevant features for classification from the Leap Motion Controller's captured hand gesture data. A total of 50 schoolchildren participated in data collection. 50% of participants with attention deficit hyperactivity disorder whereas the others are Healthy control ones. For children without learning disorders, data were collected by their trained professionals at the childcare of Sfax-city, Tunisia. For children with learning disorders, data were gathered by trained professionals at both Sahloul Hospital University and Fattouma-Bourguiba Hospital University in Monastir-city, Tunisia. Children clinical cases were confirmed by a group of specialized doctors. The whole research was performed in accordance with relevant guidelines and regulations. Informed consent from a parent and/or legal guardian of each child was obtained.The study began with familiarization sessions, including introductory instructions and brief training exercises, to help children feel comfortable with the gamified environment and the use of motion tracking technology. The experimental protocol included several interactive and gamified tasks, specifically designed to stimulate attention and motor control. Each data acquisition session was initiated at the beginning of a task and terminated once the child completed the interaction, ensuring uninterrupted and clean motion tracking throughout the activity.The experimental protocol comprised four interactive gamified tasks; Apple game, Piano Games, Alphabet Games, and Buttons Game. Among these, the Alphabet Games incorporated a levelled structure where progression to subsequent stages introduced incremental difficulty, allowing for dynamic assessment of skill development. In order to compare performance, all tasks were administered to both children with ADHD and neurotypical controls. Data from each task was captured in real-time and stored as six individual .txt files per participant, corresponding to their engagement across the activities as mentioned in the capture below. Each child underwent 45-minute sessions conducted once weekly over a three- month period, ensuring consistent longitudinal tracking of progress. This structured timeline enabled detailed monitoring of advancements and challenges, tailored to each child’s developmental trajectory.The integration of Leap Motion tracking with gamified tasks in this study provides valuable insights into the behavioral manifestations of ADHD during real-time interactions. The structured experimental design allows for a fine-grained comparison between children with ADHD and their healthy peers. Ultimately, this research contributes to the development of more adaptive, engaging, and effective rehabilitation tools for children with attention and behavioral difficulties.
注意缺陷多动障碍（Attention-Deficit/Hyperactivity Disorder，ADHD）是一种常见的神经发育障碍，会损害个体的注意力集中、冲动控制及注意力维持能力。注意缺陷多动障碍可引发多种不良后果，包括学业与职业困境、人际关系及情绪问题。患儿还可能出现书写功能障碍，如精细运动协调能力差、书写字迹难以辨认以及书写速度缓慢。此类书写困难可能与书写障碍（dysgraphia）相关，书写障碍是一类特定的书写功能损伤，常伴随注意缺陷多动障碍患者出现。识别此类障碍并提供恰当支持，对帮助患者克服困境、实现良好适应至关重要。临床通常采用药物治疗注意缺陷多动障碍的症状，但药物可能引发依赖与不良反应。随着科技进步，针对注意缺陷多动障碍的创新干预手段不断涌现，为此，符合治疗目标的严肃游戏应运而生。基于娱乐化的训练模式在注意缺陷多动障碍的治疗中已展现出良好效果。现有研究表明，主流的注意缺陷多动障碍相关游戏可分为诊断与治疗两大类。在康复领域，脑机接口（Brain-Computer Interface，BCI）已成为神经康复的有力工具，可通过将脑电信号转换为肢体动作，实现个性化治疗方案。交互式康复训练则可有效促进神经损伤患者的大脑可塑性与功能恢复。具体到神经康复领域，从传统临床手段转向使用脑机接口（Brain-Computer Interface，BCI）与虚拟现实（Virtual Reality，VR）技术已成为关键发展方向。在功能康复场景中，Leap Motion控制器2（Leap Motion Controller2，LMC）可作为开发个性化康复训练方案的有效设备。该先进光学追踪系统结合Unity开发环境，可在康复训练过程中实现精准且无侵入式的数据采集。其通过红外传感器与摄像头记录手部及手指的运动轨迹，采集到的数据可通过USB通信端口传输至计算机。借助Leap Motion控制器软件开发工具包（Software Development Kit，SDK）等专业软件，可对数据进行实时处理以追踪手部动作，并可视化显示手指骨骼节点。在本次数据采集流程中，研究人员使用该设备记录受试者的运动反应，后续将对采集到的手部姿态数据进行处理，提取可用于分类任务的相关特征。本次研究共招募50名学龄儿童参与数据采集，其中50%为注意缺陷多动障碍患儿，其余为健康对照儿童。针对无学习障碍的儿童，数据由经过培训的专业人员在突尼斯斯法克斯市的托育机构完成采集；而存在学习障碍的儿童的数据，则由经过培训的专业人员在突尼斯莫纳斯提尔市的萨赫卢勒大学医院与法图玛·布尔吉巴大学医院完成采集。所有儿童的临床诊断均由专业医师团队确认，本研究全程严格遵循相关伦理准则与管理规范，已获得所有儿童的家长或法定监护人的知情同意。研究伊始设置了适应培训环节，包括介绍说明与简短训练练习，帮助儿童熟悉游戏化环境以及动作追踪技术的使用方式。实验方案包含多项交互式游戏化任务，专门用于刺激受试者的注意力与运动控制能力。每次数据采集环节均从任务开始时启动，直至儿童完成交互操作后结束，以确保整个活动过程中运动追踪数据完整且无中断。本次实验方案共包含四项交互式游戏化任务：苹果游戏、钢琴游戏、字母游戏与按键游戏。其中，字母游戏设置了分级进阶机制，后续关卡的难度逐步提升，可动态评估受试者的技能发展水平。为便于绩效对比，所有任务均在注意缺陷多动障碍患儿与健康对照儿童中同步开展。每项任务的采集数据均实时记录，并为每位受试者生成6个独立的.txt格式文件，对应其在各项活动中的参与数据，如下文采集说明所述。每位儿童每周参与一次时长45分钟的训练，整个实验周期为3个月，以确保对其进展进行持续的纵向追踪。该结构化的时间安排可针对每位儿童的发育轨迹，实现对其进步与遇到的困难的精细化监测。本研究将Leap Motion追踪技术与游戏化任务相结合，可为揭示注意缺陷多动障碍患儿在实时交互中的行为表现提供重要参考。结构化的实验设计可实现注意缺陷多动障碍患儿与健康同龄儿童之间的精细化对比。最终，本研究可为针对注意力与行为障碍儿童开发更具适应性、趣味性与有效性的康复工具提供助力。
