全部 标题 作者
关键词 摘要

OALib Journal期刊
ISSN: 2333-9721
费用:99美元

查看量下载量

相关文章

更多...

Peer-Mediated Multimodal Intervention Program for the Treatment of Children with ADHD in India: One-Year Followup

DOI: 10.5402/2012/419168

Full-Text   Cite this paper   Add to My Lib

Abstract:

The objective was to assess the efficacy of a one-year, peer-mediated interventional program consisting of yoga, meditation and play therapy maintained by student volunteers in a school in India. The population consisted of 69 students between the ages of 6 and 11 years, previously identified as having attention deficit hyperactivity disorder (ADHD). A program, known as Climb-Up, was initially embedded in the school twice weekly. Local high school student volunteers were then trained to continue to implement the program weekly over the period of one year. Improvements in ADHD symptoms and academic performance were assessed using Vanderbilt questionnaires completed by both parents and teachers. The performance impairment scores for ADHD students assessed by teachers improved by 6 weeks and were sustained through 12 months in 46 (85%) of the enrolled students. The improvements in their Vanderbilt scores assessed by parents were also seen in 92% ( , Wilcoxon). The Climb-Up program resulted in remarkable improvements in the students’ school performances that were sustained throughout the year. These results show promise for a cost-effective program that could easily be implemented in any school. 1. Introduction Attention deficit hyperactivity disorder (ADHD) is one of the most common disorders of childhood, affecting 5.3% to 20% of the children worldwide [1, 2]. US studies have shown a prevalence of 8.7% in 8–15-year olds [3]. Other studies in India based on hospital or outpatient clinic populations, with referral bias, suggest prevalence of 5.2% to 29.5% [4–6]. The condition leads to poor academic performance at school and problems with behavior at home and school. Children with this disorder often have comorbid conditions such as oppositional defiant disorder and learning disabilities, which all adversely impact the family and community. As they reach adolescence, these children are also at greater risk of drug and alcohol abuse and other issues such as increased rate of motor vehicle accidents, adding a substantial cost burden to the society. These children also suffer from problems with family and peer relationships that continue into adulthood and prevent the individual from achieving their maximum potential [7]. Studies in small settings have shown that peer tutoring does help children with ADHD [8, 9]. Peers can offer role models, have closer associations with the children throughout school, help build self-esteem, and provide a more suitable environment for the needs of the ADHD students [10]. Yoga with meditation modified for children was chosen as

References

[1]  G. Polanczyk, M. S. De Lima, B. L. Horta, J. Biederman, and L. A. Rohde, “The worldwide prevalence of ADHD: a systematic review and metaregression analysis,” American Journal of Psychiatry, vol. 164, no. 6, pp. 942–948, 2007.
[2]  T. E. Moffitt and M. Melchior, “Why does the worldwide prevalence of childhood attention deficit hyperactivity disorder matter?” American Journal of Psychiatry, vol. 164, no. 6, pp. 856–858, 2007.
[3]  T. E. Froehlich, B. P. Lanphear, J. N. Epstein, W. J. Barbaresi, S. K. Katusic, and R. S. Kahn, “Prevalence, recognition, and treatment of attention-deficit/hyperactivity disorder in a national sample of US children,” Archives of Pediatrics and Adolescent Medicine, vol. 161, no. 9, pp. 857–864, 2007.
[4]  P. Kaur, B. S. Chavan, S. Lata et al., “Early intervention in developmental delay,” Indian Journal of Pediatrics, vol. 73, no. 5, pp. 405–408, 2006.
[5]  M. Mukhopadhyay, S. Misra, T. Mitra, and P. Niyogi, “Attention deficit hyperactivity disorder,” Indian Journal of Pediatrics, vol. 70, no. 10, pp. 789–792, 2003.
[6]  M. S. Bhatia, V. R. Nigam, N. Bohra, and S. C. Malik, “Attention deficit disorder with hyperactivity among paediatric outpatients,” Journal of Child Psychology and Psychiatry and Allied Disciplines, vol. 32, no. 2, pp. 297–306, 1991.
[7]  J. M. Perrin, M. T. Stein, R. W. Amler et al., “Clinical practice guideline: treatment of the school-aged child with attention-deficit/hyperactivity disorder,” Pediatrics, vol. 108, no. 4, pp. 1033–1044, 2001.
[8]  G. J. DuPaul, R. A. Ervin, C. L. Hook, and K. E. McGoey, “Peer tutoring for children with attention deficit hyperactivity disorder: effects on classroom behavior and academic performance,” Journal of Applied Behavior Analysis, vol. 31, no. 4, pp. 579–592, 1998.
[9]  P. J. Plumer and G. Stoner, “The relative effects of classwide peer tutoring and peer coaching on the positive social behaviors of children with ADHD,” Journal of Attention Disorders, vol. 9, no. 1, pp. 290–300, 2005.
[10]  R. A. Barkley and K. R. Murphy, Attention-Deficit Hyperactivity Disorder: A Clinical Workbook, Guilford Publications, Minneapolis, Minn, USA, 2005.
[11]  P. S. Jensen and D. T. Kenny, “The effects of yoga on the attention and behavior of boys with Attention-Deficit/hyperactivity Disorder (ADHD),” Journal of Attention Disorders, vol. 7, no. 4, pp. 205–216, 2004.
[12]  T. W. Kjaer, C. Bertelsen, P. Piccini, D. Brooks, J. Alving, and H. C. Lou, “Increased dopamine tone during meditation-induced change of consciousness,” Cognitive Brain Research, vol. 13, no. 2, pp. 255–259, 2002.
[13]  J. M. Swanson, M. Kinsbourne, J. Nigg et al., “Etiologic subtypes of attention-deficit/hyperactivity disorder: brain imaging, molecular genetic and environmental factors and the dopamine hypothesis,” Neuropsychology Review, vol. 17, no. 1, pp. 39–59, 2007.
[14]  P. S. Jensen, L. E. Arnold, J. M. Swanson et al., “3-Year follow-up of the NIMH MTA study,” Journal of the American Academy of Child and Adolescent Psychiatry, vol. 46, no. 8, pp. 989–1002, 2007.
[15]  S. Mehta, V. Mehta, S. Mehta, et al., “Multimodal behavior program for ADHD incorporating yoga and implemented by high school volunteers: a pilot study,” ISRN Pediatrics, vol. 2011, Article ID 780745, 5 pages, 2011.
[16]  B. S. Molina, S. P. Hinshaw, J. M. Swanson, et al., “The MTA at 8 years: prospective follow-up of children treated for combined type ADHD in a multisite study,” Journal of the American Academy of Child Psychiatry, vol. 48, no. 5, pp. 484–500, 2009.
[17]  India, Central Intelligence Agency, The World Factbook, 2008, https://www.cia.gov/library/publications/the-world-factbook/geos/in.html.
[18]  “WHO Global InfoBase: India: All Data,” WHO, 2011, https://apps.who.int/infobase/CountryProfiles.aspx.
[19]  N. M. Vibha, An Introduction to Preksha Meditation, Jain Vishwa Bharati, Ladnun, India, 2009.
[20]  P. Malhi, P. Singhi, and M. Sidhu, “Impact of parent and teacher concordance on diagnosing attention deficit hyperactivity disorder and its sub-types,” Indian Journal of Pediatrics, vol. 75, no. 3, pp. 223–228, 2008.
[21]  M. L. Wolraich, E. W. Lambert, A. Baumgaertel et al., “Teachers' screening for attention deficit/hyperactivity disorder: comparing multinational samples on teacher ratings of ADHD,” Journal of Abnormal Child Psychology, vol. 31, no. 4, pp. 445–455, 2003.
[22]  M. Fischer, R. F. Newby, and M. Gordon, “Who are the false negatives on continuous performance tests?” Journal of Clinical Child Psychology, vol. 24, no. 4, pp. 427–433, 1995.
[23]  S. J. Grosswald, W. R. Stixrud, F. Travis, and M. A. Bateh, “Use of the transcendental meditation technique to reduce symptoms of attention deficit hyperactivity disorder (ADHD) by reducing stress and anxiety: an exploratory study,” Current Issues in Education, vol. 10, no. 2, 2008.

Full-Text

Contact Us

service@oalib.com

QQ:3279437679

WhatsApp +8615387084133