ClinicalTrials.gg
RecruitingNCT07922018Updated Nov 6, 2026

AI-assisted Home-based Intervention for ADHD Children

An interventional study of Generative artificial intelligence assisted diary platform home-based intervention and Consultations and psychoeducation on child emotional management in ADHD - Attention Deficit Disorder With Hyperactivity, ADHD - Combined Type and ADHD - Inattentive Type, sponsored by National Taiwan University Hospital. Recruiting at 1 site in Taiwan. Open to participants aged 8 Years to 12 Years. Per ClinicalTrials.gov, last updated 2026-11-06.

Sponsored by National Taiwan University Hospital · Not applicable, Interventional, and Treatment

From the registry’s dates

  • Registered 3 months after the study started (first participant enrolled Aug 2026, registered Nov 2026).
  • Started Aug 2026; still recruiting 3 months later.
Updated Nov 6, 2026Newly registeredGo to Updates ↓
Phase
Not applicable
Study type
Interventional
Enrollment
120
Allocation
Randomized
Ages
8 Years to 12 Years
Sex
All
01

Study summary

The goal of this clinical trial is to evaluate the effectiveness of online diary platforms for socio-emotional learning training in children with attention deficit hyperactivity disorder (ADHD). The main questions it aims to answer are:

Does the online diary platform training enhance children's emotion regulation and its connection to positive thinking? Does the online diary platform training provide an immediate, interactive, and effective emotion training tool during the wait for follow-up visits and treatment?

Researchers will compare online diary platforms training to counselling to see if online diary platforms training enhance children's emotion regulation.

Participants will use the MangaChat diary platform to log their daily moods and events, which the platform transforms into comic strips to offer an engaging visual story of their emotional experiences. Participants are requested to use the platform daily (or at least 3 times per week) for approximately 10 to 15 minutes per session over a 12-week period.

02

Conditions studied

  • ADHD - Attention Deficit Disorder With Hyperactivity
  • ADHD - Combined Type
  • ADHD - Inattentive Type

Keywords

  • Generative artificial intelligence
  • Home-based intervention
  • Social emotional learing
  • Attention-deficit/hyperactivity disorder
03

In context

Attention Deficit Disorder with Hyperactivity

1,817 studies on the registry are indexed under Attention Deficit Disorder with Hyperactivity; 296 are open to participants now.

This study's planned enrollment of 120 is above the median of 71 across 1,437 interventional studies indexed under Attention Deficit Disorder with Hyperactivity.

Browse Attention Deficit Disorder with Hyperactivity studies →

Lead sponsor

National Taiwan University Hospital is the lead sponsor of 2,615 studies on the registry; 576 are open to participants now.

Of its 11 completed or terminated interventional studies of FDA-regulated products, 2 (18%) have results posted.

Counted across the registry records on this site, refreshed daily.

04

Who can participate

Ages eligible
8 Years to 12 Years
Sexes eligible
All
Accepts healthy volunteers
No

Go through the criteria one by one — yes, no or not sure — and take the list to your doctor or the study team. Kept in this browser only.

Inclusion criteria

  • Children aged 8-12 years with a professional diagnosis of Attention-Deficit/Hyperactivity Disorder (ADHD), who are enrolled in the study only after obtaining from their parents or legal guardians, as well as the assent of the children themselves.

Exclusion criteria

Exclusion Criteria:

  • Intellectual disability, defined as a Full Scale Intelligence Quotient (FSIQ) score of less than 70.

    • Severe language or communication impairments.
    • Lack of access to internet-connected devices.
    • Inability to effectively use the platform for mood logging and self-reflection.
Terms in these criteria, in plain language(1)

Underlined terms in the criteria open these too. Explained by clinicaltrials.gg, not part of the registry record. The study team decides who can take part.

Informed consent

Before you join, the study team explains what taking part involves — its purpose, what happens, the risks and possible benefits — and answers your questions, so you can decide freely. Consent is usually recorded on a form (the informed consent form, ICF) signed by you or, where the law allows, by someone legally authorised to decide for you.

You can keep asking questions during the study, you are told of new information that matters, and you can choose to leave at any time.

05

Study design

Phase
Not applicable
Primary purpose
Treatment
Allocation
Randomized
Intervention model
Parallel assignment
Masking
None (open label)
Enrollment
120 participants (estimated)

Study arms

  • Experimental
    Online diary platforms group

    Device: Generative artificial intelligence assisted diary platform home-based intervention

  • Active comparator
    Consultation group

    Behavioral: Consultations and psychoeducation on child emotional management

Interventions

  • DeviceGenerative artificial intelligence assisted diary platform home-based intervention

    Participants will use the MangaChat diary platform to log their daily moods and events, which the platform transforms into comic strips to offer an engaging visual story of their emotional experiences. Participants are requested to use the platform daily (or at least 3 times per week) for approximately 10 to 15 minutes per session over a 12-week period. Prior to using the platform, a 1-hour online orientation session will be provided to guide parents on how to support their child's emotional management at home using the digital tool.

  • BehavioralConsultations and psychoeducation on child emotional management

    A clinical psychologist will provide weekly 30-minute telephone consultations and psychoeducation for parents on child emotional management over a 12-week period. These sessions will focus on discussing real-life situations and establishing coping strategies. (If parents express interest in using the online platform, free access equivalent to the 12-week intervention given to the platform group will be provided after study completion, ensuring their rights and benefits are fully preserved regardless of group assignment.)

06

What researchers measure

Primary outcomes

  1. Conners CPT 3™ (The Conners Continuous Performance Test Third Edition™ )

    A 14-minute, computerized visual attention assessment that evaluates objective performance to assist in the assessment of ADHD. The test evaluates performance across four primary dimensions: inattentiveness, impulsivity, sustained attention an vigilance.

    Time frame: (1) Pre-test session to serve as baseline (2) Post-test session immediately after 12weeks

  2. SNAP-IV (Swanson, Nolan, and Pelham, Version IV)

    A 26-Item standardized behavior rating scale completed by parents to compare a child's behavior across home and school environments. This scale evaluates inattention, hyperactivity/impulsivity, oppositional defiant/conduct behaviors.

    Time frame: (1) Pre-test session to serve as baseline (2) Post-test session immediately after 12weeks

  3. BYI-II (Beck Youth Inventories Second Edition)

    A standardized psychological assessment designed to evaluate emotional and social impairment in children and adolescents, completed by parents. The BYI-II consists of 100 total items, assesses symptoms of depression, anxiety, anger, disruptive behavior, and self-concept.

    Time frame: (1) Pre-test session to serve as baseline (2) Post-test session immediately after 12weeks

  4. CBCL Ages 6-18 (Child Behavior Checklist for Ages 6-18)

    A standardized questionnaire completed by parents or primary caregivers to evaluate a child's behavioral, emotional, and social functioning over the past 6 months. The questionnaire is divided into competence Items , measures the child's active participation and performance, and problem Items , evaluates emotional and behavioral difficulties, yielding several key groups of scales, including anxious/depressed, withdrawn/depressed, somatic complaints, social problems, thought problems, attention problems, rule-breaking behavior and aggressive behavior.

    Time frame: (1) Pre-test session to serve as baseline (2) Post-test session immediately after 12weeks

  5. PSI (Parenting Stress Index, 3rd edition)

    A questionnaire designed to measure the relative magnitude of stress in the parent-child system for parents of children, completed by parents or primary caregivers to. Consists of 120 items on a 5-point Likert scale divided into two main domains plus an optional life stress measure: 1. Child domain (47 items): Evaluates child characteristics across six subscales: * Distractibility/Hyperactivity * Adaptability * Reinforces Parent * Demandingness * Mood * Acceptability (of the child to the parent) 2. Parent Domain (54 items): Evaluates parental characteristics across seven subscales: * Competence * Isolation * Attachment * Health * Role Restriction * Depression * Spouse (relationship with spouse/partner) 3. Life Stressors Domain (Optional, 19 items): Measures extraneous/situational life events (e.g., job loss, financial hardship, family moves).

    Time frame: (1) Pre-test session to serve as baseline (2) Post-test session immediately after 12weeks

  6. Parental Satisfaction Questionnaire

    A 24-item questionnaire completed by parents or primary caregivers to understand the actual impact of this training on the child and their parents.

    Time frame: (1) Pre-test session to serve as baseline (2) Post-test session immediately after 12weeks

07

Study locations

1 of 1 sites recruiting
08

References and documents

Publications

  • SU, Shih-Wen, et al. Development of an AI-based system to enhance school counseling models for Asian elementary students with emotional disorders. Ieee Access, 2024, 12: 159121-159136.
  • SHOKRI, Reza; SHMATIKOV, Vitaly. Privacy-preserving deep learning. In: Proceedings of the 22nd ACM SIGSAC conference on computer and communications security. 2015. p. 1310-1321.
  • LIU, Bing. Sentiment analysis and opinion mining. Synthesis Lectures on Human Language Technologies, 2012, 5(1), 1-184.
  • VASWANI, Ashish, et al. Attention is all you need. Advances in neural information processing systems, 2017, 30.
  • DEVLIN, Jacob, et al. Bert: Pre-training of deep bidirectional transformers for language understanding. In: Proceedings of the 2019 conference of the North American chapter of the association for computational linguistics: human language technologies, volume 1 (long and short papers). 2019. p. 4171-4186.
  • PANAYIOTOU, Margarita; HUMPHREY, Neil; WIGELSWORTH, Michael. An empirical basis for linking social and emotional learning to academic performance. Contemporary Educational Psychology, 2019, 56: 193-204.
  • CORCORAN, Roisin P., et al. Effective universal school-based social and emotional learning programs for improving academic achievement: A systematic review and meta-analysis of 50 years of research. Educational Research Review, 2018, 25: 56-72.
  • SU, Shih-Wen, et al. Application of generative adversarial network algorithm on journaling system with comics and cognitive-behavioral theory in social-emotional learning for intermediate elementary students: A pilot study. In: 2023 IEEE 6th International Conference on Knowledge Innovation and Invention (ICKII). IEEE, 2023. p. 224-228.
  • YOON, So Young, et al. Effects of Comic Strip Conversations Intervention on Academic Engagement Behaviors of Elementary School Students with Autism Spectrum Disorders. Journal of Behavior Analysis and Support, 2016, 3.1: 69-89.
  • Sivaratnam CS, Cornish K, Gray KM, Howlin P, Rinehart NJ. Brief report: assessment of the social-emotional profile in children with autism spectrum disorders using a novel comic strip task. J Autism Dev Disord. 2012 Nov;42(11):2505-12. doi: 10.1007/s10803-012-1498-8. PubMed 22419380 ↗
  • Terlouw G, van 't Veer JT, Prins JT, Kuipers DA, Pierie JEN. Design of a Digital Comic Creator (It's Me) to Facilitate Social Skills Training for Children With Autism Spectrum Disorder: Design Research Approach. JMIR Ment Health. 2020 Jul 10;7(7):e17260. doi: 10.2196/17260. PubMed 32673273 ↗
  • MARTIN, Estefania, et al. "Today I tell" a comics and story creation app for people with autism spectrum condition. International Journal of Human-Computer Interaction, 2019, 35.8: 679-691.
  • 李素芬; 陳凱婷. 書寫療癒: 西方表達性書寫與本土心理位移書寫. 輔導季刊, 2016, 52.4: 59-69.
  • 黎士鳴; 陳進鴻; 徐秀菊. 藝術療癒 HEAL-ing 模式初探. 臺灣教育評論月刊, 2023, 12.9: 166-175.
  • TOEPFER, Nils F., et al. Examining explanatory mechanisms of positive and expressive writing: Towards a resource-oriented perspective. The Journal of Positive Psychology, 2016, 11.2: 124-134.
  • Travagin G, Margola D, Revenson TA. How effective are expressive writing interventions for adolescents? A meta-analytic review. Clin Psychol Rev. 2015 Mar;36:42-55. doi: 10.1016/j.cpr.2015.01.003. Epub 2015 Jan 15. PubMed 25656314 ↗
  • Sin NL, Lyubomirsky S. Enhancing well-being and alleviating depressive symptoms with positive psychology interventions: a practice-friendly meta-analysis. J Clin Psychol. 2009 May;65(5):467-87. doi: 10.1002/jclp.20593. PubMed 19301241 ↗
  • REITER, Christina; WILZ, Gabriele. Resource diary: A positive writing intervention for promoting well-being and preventing depression in adolescence. The Journal of Positive Psychology, 2016, 11.1: 99-108.
  • Koo M, Chen HP, Yeh YC. Coloring Activities for Anxiety Reduction and Mood Improvement in Taiwanese Community-Dwelling Older Adults: A Randomized Controlled Study. Evid Based Complement Alternat Med. 2020 Jan 21;2020:6964737. doi: 10.1155/2020/6964737. eCollection 2020. PubMed 32063986 ↗
  • Paulus FW, Ohmann S, Mohler E, Plener P, Popow C. Emotional Dysregulation in Children and Adolescents With Psychiatric Disorders. A Narrative Review. Front Psychiatry. 2021 Oct 25;12:628252. doi: 10.3389/fpsyt.2021.628252. eCollection 2021. PubMed 34759846 ↗
  • Aiello S, Vagni D, Cerasa A, Leonardi E, Carrozza C, Fama F, Campisi A, Marino F, Siracusano R, Alquino MA, Mainiero F, Germano E, Tartarisco G, Pioggia G, Gagliano A, Ruta L. Autistic Traits and Empathy in Children With Attention Deficit Hyperactivity Disorder, Autism Spectrum Disorder and Co-occurring Attention Deficit Hyperactivity Disorder/Autism Spectrum Disorder. Front Neurosci. 2021 Nov 23;15:734177. doi: 10.3389/fnins.2021.734177. eCollection 2021. PubMed 34887721 ↗
  • Shickel B, Tighe PJ, Bihorac A, Rashidi P. Deep EHR: A Survey of Recent Advances in Deep Learning Techniques for Electronic Health Record (EHR) Analysis. IEEE J Biomed Health Inform. 2018 Sep;22(5):1589-1604. doi: 10.1109/JBHI.2017.2767063. Epub 2017 Oct 27. PubMed 29989977 ↗
  • Mesko B, Hetenyi G, Gyorffy Z. Will artificial intelligence solve the human resource crisis in healthcare? BMC Health Serv Res. 2018 Jul 13;18(1):545. doi: 10.1186/s12913-018-3359-4. PubMed 30001717 ↗
  • McGorry PD, Mei C, Chanen A, Hodges C, Alvarez-Jimenez M, Killackey E. Designing and scaling up integrated youth mental health care. World Psychiatry. 2022 Feb;21(1):61-76. doi: 10.1002/wps.20938. PubMed 35015367 ↗
  • Sharma A, Harrington RA, McClellan MB, Turakhia MP, Eapen ZJ, Steinhubl S, Mault JR, Majmudar MD, Roessig L, Chandross KJ, Green EM, Patel B, Hamer A, Olgin J, Rumsfeld JS, Roe MT, Peterson ED. Using Digital Health Technology to Better Generate Evidence and Deliver Evidence-Based Care. J Am Coll Cardiol. 2018 Jun 12;71(23):2680-2690. doi: 10.1016/j.jacc.2018.03.523. PubMed 29880129 ↗
  • Wang LJ, Lee SY, Yuan SS, Yang CJ, Yang KC, Huang TS, Chou WJ, Chou MC, Lee MJ, Lee TL, Shyu YC. Prevalence rates of youths diagnosed with and medicated for ADHD in a nationwide survey in Taiwan from 2000 to 2011. Epidemiol Psychiatr Sci. 2017 Dec;26(6):624-634. doi: 10.1017/S2045796016000500. Epub 2016 Jul 20. PubMed 27435692 ↗
  • Chien IC, Lin CH, Chou YJ, Chou P. Prevalence, incidence, and stimulant use of attention-deficit hyperactivity disorder in Taiwan, 1996-2005: a national population-based study. Soc Psychiatry Psychiatr Epidemiol. 2012 Dec;47(12):1885-90. doi: 10.1007/s00127-012-0501-1. Epub 2012 Apr 4. PubMed 22476209 ↗

Individual participant data

Plan to share: No

09

Updates

1 registry update since Sep 25, 2026
Registered
First appeared on the registry. No changes since
Nov 6, 2026
Show all 1 update
  1. Nov 6, 2026
    First appeared on the registry

From the registry record's own update history. This site started tracking changes on Sep 25, 2026; for anything earlier, see the record history on ClinicalTrials.gov ↗

10

Registry details

Key details

Study ID
NCT07922018
Responsible party
Sponsor
First posted
Nov 6, 2026
Start date
Aug 1, 2026
Primary completion
Jul 31, 2027 (estimated)
Completion
Jul 31, 2027 (estimated)
Last update
Nov 6, 2026

Study contacts

Pou-Leng Cheong, PhD
Contact
cheong.pouleng@gmail.com
+886 972654171

Oversight

Data monitoring committee
No
FDA-regulated drug
No
FDA-regulated device
No
View the source record on ClinicalTrials.gov ↗

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