Investigating the impact of an AI-based play activities intervention on the quality of life of school-aged children with ADHD.

Background: Attention-Deficit/Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental disorder that not only impacts children's behavior, learning, and social interactions but also their quality of life. Advances in artificial intelligence (AI) may provide new opportunities to improve the ADHD symptoms and quality of life of children with ADHD, especially through customized play activities that address their specific needs.

Aims: This study examined the impact of AI-based play activities on the quality of life of 61 Saudi children aged between 8 and 12 years who had an ADHD diagnosis.

Prevalence of developmental dyslexia among primary school children in Arab countries: a systematic review and meta-analysis.

Background: Dyslexia is one of the most common learning disabilities. It poses challenges in reading skills development and can have a lasting impact in other areas of learning.

Aims: To investigate the prevalence of developmental dyslexia among primary school children aged 6-13 in Arab countries, and to explore associations with gender and residency.

Promoting Inclusive Learning Environments: Leveraging University Websites for Digital Empowerment in the Post-COVID-19 Era.

In an era of global interdependence, universities play a crucial role in promoting social responsibility and sustainable development. The United Nations Convention on the Rights of Persons with Disabilities emphasizes the empowerment of individuals with disabilities, a key aspect of inclusion. The COVID-19 pandemic underscored the necessity of digital platforms to ensure equitable opportunities, particularly for those with disabilities.

Diagnostic survey of dyslexia and accompanying behavioral indicators in primary school students in Saudi Arabia.

Background: Although dyslexia is the most common learning disorder in children, it has not received adequate attention in Saudi Arabia.

Aims: This study aimed at determining the prevalence of dyslexia among Saudi students in Grades 3-6, exploring associations between severity of dyslexia, its behavioral indicators, gender and grade, and the moderating role of grade in the relationship between severity and behavioral indicators.

Methods And Procedures: The sample consisted of 2848 female students and 2647 male students in Zulfi governorate, Saudi Arabia.