A multi‑stakeholder preliminary needs assessment to inform the co‑design of a digital telerehabilitation tool for children and adolescents with ADHD.

PURPOSE: This study presents a preliminary multi‑stakeholder needs assessment to inform the subsequent co‑design of a digital telerehabilitation tool aimed at supporting organisation, planning, and prospective memory in children and adolescents with ADHD. The primary outcome was to identify functional challenges, environmental determinants, and user‑reported priorities across stakeholder groups. The secondary outcome was to translate these needs into preliminary design requirements and guiding principles for future co‑design phases.

METHODS

A qualitative study was conducted using focus groups guided by the CFIR framework, involving 49 participants: children and adolescents with ADHD, caregivers, occupational therapists, and educational professionals. Data were analysed through deductive thematic coding and inductive grounded‑theory synthesis. Matrix mappings and Sankey diagrams were used to visualise convergence and divergence across stakeholder perspectives.

RESULTS

Three cross‑cutting priority areas emerged: (1) emotional self‑regulation, (2) autonomy in daily routines through customisable reminders and supports, and (3) psychoeducation for families and educators. Children emphasised reminders, prospective‑memory support, privacy control, and motivational feedback. Educators highlighted the need for training and classroom‑based co‑regulation strategies. Occupational therapists emphasised ecological, participation‑oriented interventions. Caregivers reported emotional burden, concerns about independence, and a need for accessible psychoeducational resources.

CONCLUSIONS

This needs assessment provides a structured, replicable foundation for the co‑design of a digital telerehabilitation tool for ADHD, integrating emotional, functional, and educational dimensions. Future research should evaluate the feasibility, usability, and the impact of the resulting prototype on autonomy, participation, and family dynamics.