Abstract

The establishment of relevant and effective visual design guidelines to represent curriculum-based digital content for children with attention deficit hyperactivity disorder (ChADHD) required a research methodology that is both interdisciplinary and sensitive to behavioral nuances. However, such methodology was seemingly missing. To bridge this knowledge gap, this article presents a comprehensive methodological framework that integrates behavioral science rigor with design research, offering a practitioner-driven approach. Grounded in a critical review of existing methods, the framework synthesizes two distinct methodological streams—those emphasizing clinical and behavioral management of Attention deficit/hyperactivity disorder (ADHD) and those rooted in the domain of design. The proposed methodology uniquely combines the National Institute of Mental Health’s Stage Model (NIHSM) with a co-design approach to ensure iterative, stakeholder-driven development of behavioral interventions. Through its application, this methodology has successfully helped establish visual design guidelines aimed at enhancing attention spans in ChADHD within typical learning environments. While the methodology has proven effective for design and validation phases, its implementation in deployment contexts remains to be tested. The article also outlines the potential for this framework to be adapted for interventions targeting other neurodivergent populations, such as children with autism and individuals with physical, neurological, and age-related challenges.