scholarly journals Multimodal Interventions Are More Effective in Improving Core Symptoms in Children With ADHD

2021 ◽  
Vol 12 ◽  
Author(s):  
Ke Ning ◽  
Tingzhao Wang
Keyword(s):  
Sensory Integration ◽  
Intervention Group ◽  
Training Group ◽  
Eeg Biofeedback ◽  
Control Group ◽  
Practical Application ◽  
Children With Adhd ◽  
Multimodal Intervention ◽  
Single Intervention ◽  
Core Symptoms

Objective: To investigate the effect of sensory integration training combined with EEG biofeedback on core symptoms in children with ADHD.Methods: Fifty-two children with attention-deficit, hyperactive-impulsive and combined ADHD were selected. They were randomly divided into control group, sensory integration training group, EEG biofeedback group, and sensory integration training + EEG biofeedback group, and after 4 months of intervention, concentration time and impulsive- hyperactivity and hyperactivity index scores on the PSQ scale were assessed.Results: Compared with that before the intervention, the attention time was significantly increased (P < 0.01), and the impulsive-hyperactivity and hyperactivity index scores were significantly decreased (P < 0.05, P < 0.01). After the intervention, the attention time was significantly higher than that of the control group (P < 0.05, P < 0.01), the attention time of the multimodal intervention group was significantly higher than that of the single intervention group (P < 0.01), and the impulsive-hyperactivity and hyperactivity index scores were significantly lower than those of the single intervention group (P < 0.05).Conclusion: Multimodal intervention can significantly improve the concentration level of children with ADHD, and significantly improve the behavioral symptoms of impulsive-hyperactivity and hyperactivity. Multimodal interventions were more effective than single interventions in improving core symptoms in children with ADHD. The results of this study provide a reference for related research and practical application.

Multimodal intervention improves core symptoms in preschool children with attention-deficit/hyperactivity disorder

2021 ◽  
Vol 49 (11) ◽  
pp. 1-14
Author(s):  
Yan Qin
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Preschool Children ◽  
Attention Deficit ◽  
Intervention Group ◽  
Eeg Biofeedback ◽  
Multimodal Intervention ◽  
Hyperactivity Disorder ◽  
Concentration Time ◽  
Group I ◽  
Core Symptoms

I tested the effect of a psychobehavioral intervention combined with electroencephalographic (EEG) biofeedback on the core symptoms of preschool children with attention-deficit/hyperactivity disorder (ADHD). Participants were 42 preschool children with attention-deficit, hyperactive-impulsive, or compound-type ADHD. They were randomly divided into the control group, a psychobehavioral intervention group, an EEG biofeedback intervention group, or a psychobehavioral + EEG biofeedback intervention group (i. e., comprehensive). After 4 months of intervention, I assessed (a) attention concentration time and (b) impulsivity and hyperactivity scores using Conners Parent Symptom Questionnaire. Results show that the multimodal intervention significantly improved participants' concentration time and behavioral hyperactive-impulsive symptoms. The multimodal (vs. single-modal) intervention was more effective in improving core symptoms. My results provide a reference for related research and practical application.

scholarly journals The effect of vitamin D and magnesium supplementation on the mental health status of attention-deficit hyperactive children: a randomized controlled trial

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Mostafa Hemamy ◽  
Naseh Pahlavani ◽  
Alireza Amanollahi ◽  
Sheikh Mohammed Shriful Islam ◽  
Jenna McVicar ◽  
...  
Keyword(s):  
Mental Health ◽  
Vitamin D ◽  
Attention Deficit ◽  
Controlled Trial ◽  
Neurodevelopmental Disorder ◽  
Intervention Group ◽  
Control Group ◽  
Controlled Clinical Trial ◽  
Magnesium Supplementation ◽  
Children With Adhd

Abstract Background Attention-Deficit / Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder, characterized by varying severity in attention deficit and hyperactivity. Studies have shown deficiencies in the serum level of magnesium and vitamin D in people with ADHD. The aim of this study is to determine the effect of vitamin D and magnesium supplementation on mental health in children with ADHD. Methods We conducted a randomized, double blind, placebo-controlled clinical trial of 66 children with ADHD. Participants were randomly allocated to receive both vitamin D (50,000 IU/week) plus magnesium (6 mg/kg/day) supplements (n = 33) or placebos (n = 33) for 8-weeks. Strengths and difficulties questionnaire was used to evaluate children’s mental health at baseline and the end of the study. Results After eight weeks of intervention, the serum levels of 25-hydroxy-vitamin D3 and magnesium increased significantly in the intervention group compared with the control group. Also, children receiving vitamin D plus magnesium showed a significant reduction in emotional problems (p = 0.001), conduct problems (p = 0.002), peer problems (p = 0.001), prosocial score (p = 0.007), total difficulties (p = 0.001), externalizing score (p = 0.001), and internalizing score (p = 0.001) compared with children treated with the placebo. Conclusion Vitamin D (50,000 IU/week) and magnesium (6 mg/kg/day) co-supplementation for a duration of 8-weeks could improve the behavioral function and mental health of children with ADHD. However, further well-designed studies with a larger sample size are needed. Trial registration IRCT2016030326886N1.

scholarly journals The effectiveness of an online multimodal intervention for mental health promotion: A randomised controlled trial

2019 ◽  
Author(s):  
Geraldine Przybylko ◽  
Darren Morton ◽  
Lillian Kent ◽  
Jason Morton ◽  
Jason Hinze ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Intervention Group ◽  
Mental Health Promotion ◽  
Satisfaction With Life Scale ◽  
Control Group ◽  
Post Intervention ◽  
Multimodal Intervention ◽  
Sf 36 ◽  
Emotional Wellness

Abstract Introduction There is an urgent need for efficacious interventions to combat the global mental health crisis, and mental health promotion and primary preventive approaches are paramount. Objective This study examined whether an online multimodal intervention that incorporates evidence-based strategies from the disciplines of Lifestyle Medicine and Positive Psychology improved measures of mental health and emotional wellness. Methods 425 adults (68.8% females, aged 46.5 ± 15.6) from Australia and New Zealand were randomised to an intervention or control group. The intervention group participated in a ten-week online multimodal intervention. Measures of mental health and emotional wellness were taken at baseline (Week 1), post-intervention (Week 12), and 12 weeks post-intervention (Week 24). The control group completed the same assessments. Results The intervention group experienced significant improvements from Week 1 to 12 in: mental health (10%, p<0.001, d=0.50) and vitality (22%, p<0.001, d=0.54) subscales of the Short Form Survey (SF-36); depression (-42%, p<0.001, d=0.48), anxiety (-38%, p<0.001, d=0.39) and stress (-31%, p<0.001, d=0.52) subscales of the Depression, Anxiety and Stress Scale (DASS-21); and life satisfaction (8%, p<0.001, d=0.48) as measured by the Satisfaction With Life Scale (SWLS).The control group experienced significant improvements only in the mental health (3%, p=0.028, d=0.16) subscale of the SF-36, and the stress subscale (-9%, p=0.038, d=0.15) of the DASS-21. The changes in the intervention group were significantly greater (p<0.001) than the control group for all measures. Improvements in the outcome measures were generally sustained for the intervention group at 12 weeks post-intervention. Conclusion The online multimodal intervention improved measures of mental health and emotional wellness suggesting that such interventions may be useful for mental health promotion and prevention.

scholarly journals Educational Intervention for Increasing Teachers’ ADHD Knowledge, Attitude, and Behavior

2020 ◽  
Author(s):  
Maede hossennia ◽  
Maryam Amidi Mazaheri ◽  
Zahra Heidari
Keyword(s):  
Educational Intervention ◽  
Intervention Group ◽  
Control Group ◽  
Medical Sciences ◽  
School Teachers ◽  
Children With Adhd ◽  
Before And After ◽  
Service Training ◽  
And Behavior ◽  
Attitudes And Behavior

Abstract Background: this study evaluated the effect of an educational intervention for increasing elementary school teachers’ ADHD knowledge, attitudes, and behavior.Method: Teachers from 12 schools who had at least one students with a definitive diagnosis of ADHD participated in the study and were allocated into either an intervention (n=31) or control group (n=27). Teachers’ ADHD knowledge, Attitude, and Behavior were assessed before and after intervention. Six-session participatory intervention were provided only for the intervention group.Results: Two mounts after the intervention, the intervention group scored significantly higher on all three outcomes (P≤0.001).Conclusion: The educational intervention significantly improved teachers’, knowledge, attitudes as well as their behaviors and strategies to manage children with ADHD. It is recommended that this program will incorporate into in-service training courses for primary school teachers as a means of facilitating teaching and managing children with ADHD in class. Trial registration: The study was approved by the by the Research Deputy of Isfahan University of Medical Sciences. In addition, The Ethical Committee of Isfahan University of Medical Sciences approved the study proposal. (ID code: IR.MUI.RESEARCH.REC.1398.297). The required permission from Education Department of Isfahan City was attained. Participation in the study was voluntary. Before taking part in the study, selected teachers provided written consent also study goals were described to them.

scholarly journals Effects of a mindfulness-based intervention (MYmind) for children with ADHD and their parents: protocol for a randomised controlled trial

BMJ Open ◽  
2018 ◽  
Vol 8 (11) ◽  
pp. e022514 ◽  
Author(s):  
Stanley Kam Chung Chan ◽  
Dexing Zhang ◽  
Susan M Bögels ◽  
Christian Shaunlyn Chan ◽  
Kelly Yee Ching Lai ◽  
...  
Keyword(s):  
Randomised Controlled Trial ◽  
Parenting Styles ◽  
Controlled Trial ◽  
Intervention Group ◽  
Well Being ◽  
Brain Regions ◽  
Control Group ◽  
Children With Adhd ◽  
Informed Consent Form ◽  
Randomised Controlled

IntroductionMindfulness is one of the potential alternative interventions for children with attention-deficit hyperactivity disorder (ADHD). Some evidence suggests that mindfulness is related to changes in brain regions associated with ADHD. The potential benefits of mindfulness on children with ADHD, as well as the feasibility of this intervention approach, are warranted through prior local and foreign studies. This study aims to evaluate the effect of mindfulness-based group intervention for children with ADHD and their respective parents through a robust research design.Methods and analysisThis study will adopt a randomised controlled trial design including 140 children aged 8–12 years with ADHD together with one of their parents (n=140). These families will be randomised into intervention group (n=70) who will be offered the MYmind programme delivered by trained healthcare professionals, and an active control group (n=70) who will be offered the CBT programme. The intervention includes 8 weekly 90 min group sessions for children with ADHD (aged 8–12 years) and their respective parents. The primary and secondary outcomes will include children’s attention, ADHD-related symptoms, behaviours, executive function and mindfulness levels measured by validated objective measures and parent’s reported instruments. Parents’ parental stress, parenting styles, ADHD related symptoms, well-being, rumination level and mindfulness levels will also be measured. Analysis is by intention to treat. The effects of intervention will be evaluated by comparing outcomes between the two arms, as well as comparing outcomes within subject through comparing measurements at baseline (T0), immediately after the 8 week intervention (T1) and at 3 (T2) and 6 (T3) months postintervention.Ethics and disseminationEthics approval has been granted by the Joint Chinese University of Hong Kong – New Territories East Cluster Clinical Research Ethics Committee (The Joint CUHK-NTEC CREC). Participants will be required to sign informed consent form from both parents and children. Findings will be reported in conferences and peer-reviewed publications in accordance with recommendations of Consolidated Standards of Reporting Trials.Trial registration numberChiCTR1800014741; Pre-results.

scholarly journals Efektivitas Terapi Kelompok Assertiveness Training terhadap Kemampuan Komunikasi Asertif pada Remaja dengan Perilaku Agresif

2019 ◽  
Vol 7 (3) ◽  
pp. 229
Author(s):  
Endang Mei Yunalia ◽  
Arif Nurma Etika
Keyword(s):  
Group Therapy ◽  
Aggressive Behavior ◽  
Communication Skills ◽  
Intervention Group ◽  
Training Group ◽  
Control Group ◽  
P Value ◽  
Purposive Sampling ◽  
Assertiveness Training ◽  
Post Test

Komunikasi merupakan dasar dari seluruh kegiatan interaksi sosial dalam kehidupan sehari – hari. Salah satu tujuan komunikasi adalah untuk meyampaikan keinginan dan perasaan pada orang lain, dimana dalam menyampaikan keinginan dan perasaan hendaknya penting untuk tetap memperhatikan hak orang lain atau yang disebut juga dengan komunikasi asertif. Kurangnya kemampuan remaja dalam melakukan komunikasi asertif menyebabkan tingginya kejadian perilaku agresif pada remaja. Kemampuan komunikasi asertif dapat ditingkatkan dengan memberikan terapi kelompok Asssertiveness Training. Tujuan penelitian ini untuk mengetahui efektivitas terapi kelompok Assertiveness Training terhadap kemampuan komunikasi asertif pada remaja dengan perilaku agresif. Penelitian ini merupakan penelitian Quasy Eksperimental menggunakan rancangan one group pre – post test with kontrol design. Populasi dalam penelitian ini adalah remaja dengan perilaku agresif. Sampel berjumlah 36 responden yang dipilih menggunakan purposive sampling yang terbagi dalam 2 kelompok yaitu kelompok intervensi dan kelompok kontrol. Uji statistik yang digunakan adalah Wilcoxon Signed Ranks Test. Hasil uji statistik menunjukkan p=0,004 (p-value<0,05), yang berarti terdapat pengaruh terapi kelompok Asssertiveness Training terhadap kemampuan komunikasi asertif pada remaja dengan perilaku agresif. Kata kunci: assertiveness training, komunikasi asertif, perilaku agresif, remaja EFFECTIVENESS OF ASSERTIVENESS TRAINING GROUP THERAPY ON ASSERTIVENESS COMMUNICATION SKILLS IN ADOLESCENTS WITH AGGRESSIVE BEHAVIOUR ABSTRACTCommunication is the basis of social interaction activities. One of the  communication goals is to convey the wishes and feelings of others, where in conveying the desires and feelings it should be important to pay attention to the rights of others, this is also called assertive communication. The high incidence of aggressive behavior in adolescents one of which is caused by the lack of ability of adolescents in assertive communication. Assertive communication skills can be improved by providing Assertiveness Training group therapy. Research objectives to determine the effectiveness of Assertiveness Training group therapy on assertive communication skills in adolescents with aggressive behavior. This study use Quasy Experimental, one group pre – post test with kontrol design. The population in this study is adolescents with aggressive behavior. A sample of 36 respondents were selected using purposive sampling which is divided into 2 groups namely the intervention group and a control group. Data analysis using  Wilcoxon Signed Ranks Test. The eresults showed that p=0,004 (p-value<0,05), it  means there is an influence of Assertiveness Training group therapy on assertive communication skills in adolescents with aggressive behavior.  Keywords: assertiveness training, assertiveness communication, aggressive bahavior, adolescents 

scholarly journals The Effect of An Educational Intervention on Teachers’ Knowledge, Attitude, and Behavior regarding Attention Deficit Hyperactivity Disorder (ADHD)

2020 ◽  
Author(s):  
Maede hossennia ◽  
Maryam Amidi Mazaheri ◽  
Zahra Heidari
Keyword(s):  
Educational Intervention ◽  
Intervention Group ◽  
Control Group ◽  
Medical Sciences ◽  
School Teachers ◽  
Children With Adhd ◽  
Before And After ◽  
Service Training ◽  
And Behavior ◽  
Attitudes And Behavior

Abstract Background: this study evaluated the effect of an educational intervention for increasing elementary school teachers’ ADHD knowledge, attitudes, and behavior. Method: Teachers from 12 schools who had at least one student with a definitive diagnosis of ADHD participated in the study and were allocated into either an intervention (n=31) or control group (n=27). Teachers’ ADHD knowledge, Attitude, and Behavior were assessed before and after intervention. Six-session participatory intervention were provided only for the intervention group. Results: Two months after the intervention, the intervention group scored significantly higher on all three outcomes (P≤0. 001). Conclusion: The educational intervention significantly improved teachers’, knowledge, attitudes as well as their behaviors and strategies to manage children with ADHD. It is recommended that this program will incorporate into in-service training courses for primary school teachers as a means of facilitating teaching and managing children with ADHD in class. Trial registration: The study was approved by the by the Research Deputy of Isfahan University of Medical Sciences. In addition, The Ethical Committee of Isfahan University of Medical Sciences approved the study proposal. ID code: IR.MUI.RESEARCH.REC.1398.297. The required permission from the Education Department of Isfahan City was attained. Participation in the study was voluntary. Before taking part in the study, selected teachers provided written consent also study goals were described to them.

scholarly journals Balance Training as an Adjunct to Methylphenidate: A Randomized Controlled Pilot Study of Behavioral Improvement Among Children With ADHD in China

2021 ◽  
Vol 11 ◽  
Author(s):  
Lei Feng ◽  
Yuanchun Ren ◽  
Jia Cheng ◽  
Yufeng Wang
Keyword(s):  
Behavioral Problems ◽  
Balance Training ◽  
Control Group ◽  
Therapeutic Effects ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
And Behavior ◽  
Core Symptoms ◽  
And Control ◽  
Experimental Group

Objective: This study aimed to compare the therapeutic effects of two different approaches to attention deficit hyperactivity disorder (ADHD): (1) methylphenidate (MPH) treatment combined with balance training, and (2) MPH monotherapy.Methods: The study was based on a randomized, single-blind trial involving 27 ADHD patients. An experimental group received the treatment combining MPH and balance training, while a control group were administered just MPH. After 40 sessions of training at the 6-month mark, patients' improvement as observed in their core symptoms and behavioral problems were compared between the experimental and control group.Results: A total of 27 patients underwent randomization, with 13 assigned to the experimental group and 14 to the control group. After the 6-month trial, the experimental group outperformed the control group in terms of teachers' scores for inattention on the ADHD-RS-IV (19.38 ± 2.96 vs. 23.21 ± 3.91, t = −2.854, P = 0.009). The experimental group also showed greater improvement on the items involving behavior (3.14 ± 1.46 vs. 5.24 ± 1.04, t = 1.463, P = 0.026) and hyperactivity (1.92 ± 1.19 vs. 3.86 ± 2.32, t = −2.697, P = 0.012).Conclusion: In children with ADHD, the experimental group displayed a significant improvement in the symptoms and behavior associated with inattention than did the group whose treatment consisted of only MPH.

Impact of the WHO depression guideline on patient care by psychiatrists: A randomized controlled trial

2008 ◽  
Vol 23 (6) ◽  
pp. 403-408 ◽  
Author(s):  
Michel Linden ◽  
Anja Westram ◽  
Lutz G. Schmidt ◽  
Clemenz Haag
Keyword(s):  
Randomized Controlled Trial ◽  
Controlled Trial ◽  
Intervention Group ◽  
Training Group ◽  
Control Group ◽  
Negative Effects ◽  
Course Of Illness ◽  
Positive Effects ◽  
Randomized Controlled ◽  
Information Group

AbstractBackgroundScientific literature reviews aim to summarize the state of knowledge and published empirical evidence. In contrast, medical guidelines are intervention tools that aim to improve physician behaviour and patient outcome. They can have positive effects, but they can also have negative effects. Their effects must be tested by research.MethodsIn a randomized controlled trial, 103 psychiatrists in private practice were either provided with the WHO depression guideline only (information group), or provided with the WHO depression guideline and trained for one day in this guideline (intervention group), or left uninformed (control group). They then treated a total of 497 patients according to individual clinical considerations and the needs of the patients. Observation of routine treatment lasted 12 weeks. Physicians and patients documented the course of illness and treatment, including the patient–physician interaction.ResultsPsychiatrists in the intervention group saw more psychosocial stressors in their patients, prescribed higher dosages of medication, had fewer drop-outs, and rated treatment outcome as better. The ratings of patient–physician interactions indicated more strain in their relationships.ConclusionsThe results show both positive and negative effects of guideline exposure, but only in the training group and not in the information group. Guidelines should be empirically tested before being called “evidence based”. Every guideline should also explain how it can or must be implemented in order to become effective.

scholarly journals The Effect of An Educational Intervention on Teachers’ Knowledge, Attitude, and Behavior regarding Attention Deficit Hyperactivity Disorder (ADHD)

2020 ◽  
Author(s):  
Maede hossennia ◽  
Maryam Amidi Mazaheri ◽  
Zahra Heidari
Keyword(s):  
Educational Intervention ◽  
Intervention Group ◽  
Control Group ◽  
Medical Sciences ◽  
School Teachers ◽  
Children With Adhd ◽  
Before And After ◽  
Service Training ◽  
And Behavior ◽  
Attitudes And Behavior

Abstract Background: this study evaluated the effect of an educational intervention for increasing elementary school teachers’ ADHD knowledge, attitudes, and behavior. Method: Teachers from 12 schools who had at least one student with a definitive diagnosis of ADHD participated in the study and were allocated into either an intervention (n=31) or control group (n=27). Teachers’ ADHD knowledge, Attitude, and Behavior were assessed before and after intervention. Six-session participatory intervention were provided only for the intervention group.Results: Two mounts after the intervention, the intervention group scored significantly higher on all three outcomes (P≤0.001).Conclusion: The educational intervention significantly improved teachers’, knowledge, attitudes as well as their behaviors and strategies to manage children with ADHD. It is recommended that this program will incorporate into in-service training courses for primary school teachers as a means of facilitating teaching and managing children with ADHD in class. Trial registration: The study was approved by the by the Research Deputy of Isfahan University of Medical Sciences. In addition, The Ethical Committee of Isfahan University of Medical Sciences approved the study proposal. (ID code: IR.MUI.RESEARCH.REC.1398.297). The required permission from Education Department of Isfahan City was attained. Participation in the study was voluntary. Before taking part in the study, selected teachers provided written consent also study goals were described to them.

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