Identifying Distracting Architectural Factors of the Therapeutic Environment and the Effect of Their Modification on the Rehabilitation Outcomes in ADHD Children: A Research Study Proposal

Background and Aims This study investigated how the built environment influences therapeutic outcomes for children with attention-deficit/hyperactivity disorder (ADHD), who often experience sensory processing difficulties, attention deficits, and learning challenges. Environmental distractions and sensory overload can hinder engagement and progress during therapy. To address this, the research proposes using eye-tracking technology as a non-invasive method to measure children’s visual attention and identify design elements, such as lighting, color, clutter, and spatial layout that contribute to distraction, anxiety, or disengagement.
Methods This study employed a mixed-methods design in two phases. In Phase 1, children’s gaze behaviors (fixation duration, saccades, and gaze distribution) will be recorded during therapy to pinpoint distracting environmental features. In phase 2, these environments will be modified to minimize identified distractors, followed by reassessment to measure improvements in focus, engagement, and behavior. Complementary assessments—the short sensory profile 2 (SSP2), conners continuous performance test (CPT-3), and strengths and difficulties questionnaire (SDQ)—will evaluate sensory and behavioral responses before and after environmental redesign.
Results Expected outcomes include identifying key environmental factors that hinder attention, demonstrating the effectiveness of spatial modifications, and developing a framework for designing therapeutic spaces optimized for children with ADHD. 
Conclusion The findings aim to bridge clinical rehabilitation and environmental psychology, guiding evidence-based design principles for therapy centers, classrooms, and inclusive learning environments that better support children’s neurological and sensory needs.