The document summarizes a study that assessed the effectiveness of dance movement therapy (DMT) for children with Attention Deficit Hyperactivity Disorder (ADHD). The study found that after 3 weeks of DMT, the post-test teacher and parent mean scores on the ADHD assessment were significantly lower than the pre-test scores, indicating an improvement in ADHD symptoms. The study concluded that DMT is a highly effective complementary therapy for treating children with ADHD.
Neurofeedback combined with training in metacognitive strategies effectivenes...TimRoyer
This document summarizes a study examining the effectiveness of combining neurofeedback training with metacognitive strategy training for 111 subjects (98 children and 13 adults) diagnosed with ADD. Subjects received 40 sessions of neurofeedback aimed at decreasing slow wave brain activity and increasing fast wave activity, along with training in metacognitive learning strategies. Post-training assessments found significant improvements in ADD symptoms, intelligence scores, academic performance, and normalized EEG patterns. The results provide support for combining neurofeedback with metacognitive training as an effective non-pharmacological intervention for ADD.
This document summarizes research on the effects of physical activity on attention in school-aged children. Several studies found that physical activity breaks during the school day improved children's time spent focused and on-task, as well as decreasing disruptive behaviors. One study found improved cognitive performance and attention on days when children had physical education class compared to sedentary days. The research suggests physical activity can positively impact attention, behavior, and academic performance in children.
2015 Kaplan et al Tx of school children 3 cases (1)Paula Hilbert
This case report describes a pilot study examining the effects of micronutrient supplementation on the emotional and behavioral regulation of three school-aged children. The study found that supplementing the diets of two 5-6 year old boys and a 14 year old girl diagnosed with behavioral and mental disorders with a broad-spectrum micronutrient formula for 12 weeks resulted in significantly improved behavior in the children based on weekly parent reports, as well as self-reports from the children of feeling happier. The study also found high adherence to the supplementation protocol and no reported adverse effects, suggesting micronutrient treatment is a feasible area for further research regarding improving emotional and behavioral regulation in children.
Intensive therapy involves 45-60 hours of therapy over 3-4 weeks, with sessions lasting 3-4 hours per day. It uses strength training and repetitive movements to improve functional mobility. Therapy is broken into preparation and secondary phases, and patients are given home exercise programs. Studies show intensive therapy can improve gross motor skills in patients with neurological and orthopedic conditions, though more research is still needed.
Intensive therapy involves 45-60 hours of therapy over 3-4 weeks, with sessions lasting 3-4 hours per day. It uses strength training and repetitive movements to improve functional mobility. Therapy is broken into preparation and secondary phases, and patients are given home exercise programs. While evidence is limited, studies show intensive therapy can significantly improve gross motor skills in patients with conditions like cerebral palsy. Further research is still needed to determine long-term effects.
“STUDY ON THE IMPACT OF PRAKRITI IN CHILDREN WITH ACADEMIC STRESS AND EVALUAT...Dr-sumod Khedekar
“STUDY ON THE IMPACT OF PRAKRITI IN CHILDREN WITH ACADEMIC STRESS AND EVALUATION OF ANTISTRESS EFFECT OF SARASWAT CHURNA”
presented in Kochi International seminar.
Neurofeedback combined with training in metacognitive strategies effectivenes...TimRoyer
This document summarizes a study examining the effectiveness of combining neurofeedback training with metacognitive strategy training for 111 subjects (98 children and 13 adults) diagnosed with ADD. Subjects received 40 sessions of neurofeedback aimed at decreasing slow wave brain activity and increasing fast wave activity, along with training in metacognitive learning strategies. Post-training assessments found significant improvements in ADD symptoms, intelligence scores, academic performance, and normalized EEG patterns. The results provide support for combining neurofeedback with metacognitive training as an effective non-pharmacological intervention for ADD.
This document summarizes research on the effects of physical activity on attention in school-aged children. Several studies found that physical activity breaks during the school day improved children's time spent focused and on-task, as well as decreasing disruptive behaviors. One study found improved cognitive performance and attention on days when children had physical education class compared to sedentary days. The research suggests physical activity can positively impact attention, behavior, and academic performance in children.
2015 Kaplan et al Tx of school children 3 cases (1)Paula Hilbert
This case report describes a pilot study examining the effects of micronutrient supplementation on the emotional and behavioral regulation of three school-aged children. The study found that supplementing the diets of two 5-6 year old boys and a 14 year old girl diagnosed with behavioral and mental disorders with a broad-spectrum micronutrient formula for 12 weeks resulted in significantly improved behavior in the children based on weekly parent reports, as well as self-reports from the children of feeling happier. The study also found high adherence to the supplementation protocol and no reported adverse effects, suggesting micronutrient treatment is a feasible area for further research regarding improving emotional and behavioral regulation in children.
Intensive therapy involves 45-60 hours of therapy over 3-4 weeks, with sessions lasting 3-4 hours per day. It uses strength training and repetitive movements to improve functional mobility. Therapy is broken into preparation and secondary phases, and patients are given home exercise programs. Studies show intensive therapy can improve gross motor skills in patients with neurological and orthopedic conditions, though more research is still needed.
Intensive therapy involves 45-60 hours of therapy over 3-4 weeks, with sessions lasting 3-4 hours per day. It uses strength training and repetitive movements to improve functional mobility. Therapy is broken into preparation and secondary phases, and patients are given home exercise programs. While evidence is limited, studies show intensive therapy can significantly improve gross motor skills in patients with conditions like cerebral palsy. Further research is still needed to determine long-term effects.
“STUDY ON THE IMPACT OF PRAKRITI IN CHILDREN WITH ACADEMIC STRESS AND EVALUAT...Dr-sumod Khedekar
“STUDY ON THE IMPACT OF PRAKRITI IN CHILDREN WITH ACADEMIC STRESS AND EVALUATION OF ANTISTRESS EFFECT OF SARASWAT CHURNA”
presented in Kochi International seminar.
The document discusses the history and development of suit therapy. It began with the development of the Penguin suit in Russia's space program to counter the harmful effects of weightlessness on the body during space flights. Suit therapy aims to normalize sensory and motor inputs, bone density, muscle strength, balance, and body fluid balance that are impacted by reduced weight bearing.
The Adeli suit, developed by the Russian Academy of Sciences, showed successful results in treating cerebral palsy and other neurological disorders, opening the door for suit therapy as a new treatment method. The modified TheraSuit was designed by Polish therapists Richard and Izabela Koscielny for intensive suit therapy in the US and abroad. Research shows TheraSuit can
Incentive based behavior management in urban students diagnosed with adhdiZone
Blended Learning Institute (BLI) graduate Candace Miller conducts an action research project to examine the effects of integrating technology into her behavior management systems on the comportment of students with ADHD.
This study evaluated the effects of an 11-week anger management program on 11 children aged 6 to 12 enrolled in a day treatment center. The children were split into an experimental group that received the anger management program and a wait-list control group. Observations found that the children displayed more verbal aggressive behavior than physical. After the program, the experimental group did not see a reduction in problem behaviors from pre- to post-intervention. The small sample size and variability in the data limited the conclusions that could be drawn about the effectiveness of the anger management program.
Dadds Spence 1997 Prevention and early intervention for anxiety disorders JCo...AddisonWilson
The Queensland Early Intervention and Prevention of Anxiety Project evaluated the effectiveness of a cognitive-behavioral and family-based group intervention for preventing the onset and development of anxiety problems in children. A total of 1,786 7- to 14-year-olds were screened for anxiety problems using teacher nominations and children's self-report. For more information
About paula Barrett visit us: http://www.australianoftheyear.org.au/honour-roll/?view=fullView&recipientID=598
Neurodevelopmental Treatment and Cerebral Palseyda5884
This document summarizes a PICO question about the effectiveness of neurodevelopmental therapy (NDT) in improving gross motor function in children with cerebral palsy compared to alternative or no therapy. NDT targets the neuromuscular and central nervous systems to improve postural control and movement patterns. The document reviews 3 articles that provide evidence that NDT is not more effective than alternative therapies in improving gross motor skills, though results may vary based on treatment techniques and protocols. Implications for practice include critically evaluating why NDT is used and identifying which aspects are most helpful through future research.
Self-regulation skills develop in elementary-aged children through self-talk, cognitive flexibility, attention control, delaying gratification, emotion management, empathy, organization, and completing complex tasks. These skills are influenced by a child's biology, caregiver support, and environmental context. Caregivers help children develop self-regulation through building warm relationships, coaching self-regulation skills, and structuring the environment. Existing interventions for elementary-aged children focus on teaching self-regulation skills and supporting co-regulation through caregivers, with the combination found to be most effective.
Consensus Guidelines on Management of Childhood Convulsive Status Epilepticusmandar haval
The document provides consensus guidelines for the evaluation and management of childhood convulsive status epilepticus in India. It was developed through a multi-disciplinary consensus workshop involving experts from across India. The guidelines define status epilepticus and discuss the epidemiology in India. They emphasize the importance of early pre-hospital management to initiate treatment as soon as possible. The initial management should consist of a parenteral benzodiazepine by any feasible route. Subsequent in-hospital management is also outlined. The aim is to provide a standardized, evidence-based protocol tailored for use in India given available resources and common etiologies.
Movement Therapy and Students with ADHD | Jala PearsonJala Pearson
Jala Pearson cares about students dealing with ADHD and their parents. She recently uncovered an article that talks about how movement therapy can help these students thrive in the classroom. To read more about ADHD from Jala Pearson, visit her site dedicated to the topic. It can be found linked above.
This study examined the effects of using therapy balls instead of chairs on the classroom behavior and reading comprehension of 24 fifth-grade students with dyslexia. The students' behavior was observed and rated by independent observers, teachers, and the students themselves across three time periods. In the first period, one class used therapy balls while the other used chairs. Then the conditions were switched. The results showed that independent observers saw a decrease in undesirable behaviors for the class using balls, with medium to large effect sizes. However, there were no significant effects found for reading comprehension or student and teacher ratings of behavior. Most students reported that the balls improved their attention and motivation.
This document summarizes a study that examined the relationship between physical activity, screen time, and subjective health complaints in Irish schoolchildren aged 10-17. The study found that a high percentage of children reported health complaints weekly or more, and that girls reported higher rates than boys. Children who met screen time recommendations of 2 hours or less per day had a higher risk of health complaints than those meeting physical activity guidelines. Children meeting neither guideline were at highest risk. The researchers concluded that targeting reductions in screen time may be particularly important for policies aimed at improving children's health and wellbeing.
1. The document discusses an intervention program for children and adolescents with ADHD that aimed to improve working memory. It provided cognitive training over 10 full days and assessed working memory before and after using tests.
2. The results found no significant changes between pre-and post-test working memory scores and no relationship between memory and the intervention. There was also no difference between children and adolescents' memory scores.
3. The study had limitations as the sample was small without a control group. Future research should include larger samples and test in school/home settings to better assess real-world impacts.
This study examined the effect of co-curricular activities on the academic achievement of secondary school students in Abbottabad, Pakistan. 200 students were divided into experimental and control groups. The experimental groups participated in physical and non-physical co-curricular activities for 40 minutes daily for 12 weeks, while the control groups did not. Pre- and post-tests were used to measure the students' academic achievement before and after the activities. The results showed that the experimental groups performed significantly better than the control groups on the post-test in government boys', girls', and private girls' schools, but not in the private boys' school. The study concluded that co-curricular activities can positively impact academic achievement.
Este artículo de Morga y Long es una revisión de la evidencia cualitativa con respecto a la efectividad de las intervenciones de terapia ocupacional en niños con trastorno del desarrollo y de la coordinación
This document summarizes a survey of occupational therapy program directors regarding how their programs prepare students to address clients' mental health needs in school-based practice. The survey found that while most programs address this topic to some degree, many directors felt it could be strengthened. Suggested improvements included providing more instruction in pediatric mental health, helping students recognize their role in mental health, and addressing emerging topics like trauma care. Direct exposure to psychosocial fieldwork placements was also seen as important for preparing students in this area.
1) The study examined the effectiveness of cognitive behavioral family therapy on improving obsessive-compulsive disorder in female high school students.
2) 24 female students diagnosed with OCD and their parents were randomly assigned to experimental and control groups. The experimental group received 8 sessions of cognitive behavioral family therapy while the control group received no treatment.
3) Results of covariance analysis showed that cognitive behavioral family therapy was effective in improving OCD symptoms in the experimental group compared to the control group, as measured by pre-test, post-test, and follow-up scores on the Maudsley Obsessive-Compulsive Inventory questionnaire.
1
JOURNAL SUMMARY 2
Journal Summary
[Insert Name]
Lamar University
Journal Summary
Van der Donk, Hiernstra-Beernink, Tjeenk-Kalff, van der Leij and Lindaur (2013) conducted a study to determine the effects of executive functioning and working memory interventions on academic achievement and classroom behavior in students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). This study consisted of two randomly selected groups of 175 students each between the ages of 8 and 12 that had a single, prior diagnosis of ADHD. The students were either assigned to a computer-based or a teacher instructed intervention. Students were selected from various elementary schools from two Dutch regions. The interventions were implemented by developmental psychologists that underwent a three-hour training course for their respective intervention. Group monitoring by a licensed clinical staff, recording observations of implementation, and reviewing student work samples were methods used to authenticate intervention fidelity. The computer-based intervention consisted of working memory tasks that adapted to the students’ skill level in a game format. The teacher instructed intervention consisted of several visual and verbal tasks that addressed five executive functions that are critical for success within a classroom setting. Both interventions were implemented 5 times a week for 45 minutes for a duration of 5 weeks. Various assessment methods including standardized tests and checklists were administered at baseline, at the conclusion of the intervention period, and six months after the intervention period to measure academic performance and classroom behavior. Results of the study showed a notable increase in academic performance and a statistically significant improvement in student behavior in the classroom.
Strengths and Weaknesses
This study had several strengths and limitations. One strength of the study was the randomization of the test groups. Randomly assigning subjects is the best practice to ensure efficacy. Each group was comprised of 175 students which is an adequate sample size to determine valid results. Measures were taken to verify the fidelity of intervention implementation. One limitation of this study was the content and applicability of the test groups differed greatly making it difficult to compare the efficacy of the interventions. Single tasks were used to assess the effects of working memory training which made results ambiguous as to whether academic and behavior improvement was due to the changes in ability or due to assessed tasks resembling practiced tasks.
Instructional Implications
The Centers for Disease Control and Prevention (CDC) reported that in 2016, 9.4% of children ages 4-17 were diagnosed with ADHD in the United States. 62% of children diagnosed with ADHD are taking some sort of medication. These medications help alleviate behavior sympt.
1
4
Discrete Trial Training (DTT) effect on children with ASD
Introduction
Autism Spectrum Disorder (ASD) is a condition that affects the development of an individual affecting their behaviour and the ability to communicate (Autism Spectrum Disorder, 2021). In most cases, this disorder exhibits its symptoms within the initial two years of an individual, despite its diagnosis being plausible for individuals of all ages. Persons diagnosed with this disorder often have repetitive behaviours and restricted interests, find it difficult to partake in social interactions and communication with others, and show other symptoms that may impede the individual's ability to perform well in school, work and several other aspects of life ("Autism Spectrum Disorder, 2021). The individuals diagnosed with the disorder will, in some cases, be reliant on their families and individuals close to them for help and support. Despite the disorder's potency as a life-long condition, some services and treatments are provided, helping an individual diagnosed with the condition improve the quality of their life. It is also important to note that the disorder has several different variations; hence, the spectrum of different characteristics, unique to every diagnosed individual.
According to studies conducted, one in fifty-four children is diagnosed with the disorder in the United States, occurring in children of all racial backgrounds and socioeconomic groups ("Data and Statistics on Autism Spectrum Disorder | CDC," 2021). According to the same report, the disease is four times more likely to occur in boys than in girls. Between 2009 to 2017, the number of children aged between 3-17 years diagnosed with development disorders, inclusive of ASD, increased from 16.2% to 17.8%. (Ünlü et al., 2018). In the use of discrete trial training (DTT), children are taught a plethora of skills, which include academic, language, and social skills, necessary to facilitate their development. In the treatment of ASD, options are limited. However, early diagnosis, coupled with behaviour interventions, is considered to have the best outcomes in managing the disorder's symptoms (Masi et al., 2017).
The prevalence of ASD in children has been noted to rise significantly in the population (Masi et al., 2017; "Data and Statistics on Autism Spectrum Disorder | CDC," 2021), affecting a larger portion of the population. This number of affected individuals is projected to rise even higher in the coming years, a problem in society that needs to be addressed. In the treatment of the disorder, drug interventions, while widely used, have failed to prove their efficiency in improving or managing symptoms in most cases (Masi et al., 2017). The treatment options for the disorder are also very limited. The use of drug interventions, early diagnosis, and early behavioural interventions is very expensive and inaccessible to many individuals affected by the condition. Identifying the disorder i ...
1Comparison of Therapies for children Diagnosed with ADH.docxdurantheseldine
1
Comparison of Therapies for children Diagnosed with ADHD
Student Name
University
Course
Professors Name
Date
Comparison of Therapies for children Diagnosed with ADHD
Participants
This study's participants will consist of 100 children (N=100) aged 4 to 6 years. This study will be conducted in the school where the children attend the class. The main reason behind selecting the school setting is because, in this setting, all the factors that affect work ethic, social interaction, and behavior will be considered. To conduct this study successfully, a class will be required to have 20-25 students, their teacher, and our professionals. All the participants will be kindergarten children with who ADHD has been diagnosed. We will ensure that the sample size is large enough so that we will be able to collect data that will support or dispute the research question. Using 100 participants surpasses the threshold; therefore, the data to be collected will have a weight to support or dispute the research question. We will use purposeful sampling criteria to find 100 students in the grade kindergarten aged 4-6 years. In qualitative research, it is essential to use purposeful sampling to get valuable data despite the limited resources. The children's choice will be based on pediatrician evaluations and diagnosis of ADHD. To get the participant, it will be ensured that they have not gone a treatment therapy before the start of the study. This is to facilitate the participant to be chosen randomly between methylphenidate treatment and behavioral therapy. The study will ensure that the parent consent of the children is taken. The participant will involve males and females.
Measures
In this study, the best research design is using qualitative experimental research. The main feature of experimental design is selecting the participant randomly; therefore, the research has a maximum control level. In many research for identifying a relationship between two or more variables, they embrace experimental research. This research amicably compares two or more groups. Experimental research consists of both of experimental group and the control group. This experimental group will consist of the children undergoing medication or behavioral therapy; on the other hand, a control group entails children undergoing Methylphenidate. The experimental group gives an independent variable of behavioral therapy. The research will relate behavior therapy's effects symptoms of ADHD and the effect of Methylphenidate therapy on the same symptoms.
Extraneous Variables
Many variables must be examined and recorded in observing and recording various issues related to ADHD children. No factors present in the children's classroom that may not have an indirect influence on the children's behaviors yet are not related to the ADHD symptoms. The presence of distractibility and peer influence are some of the core aspects that are likely to influence children's behaviors. The children can.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
1Comparison of Therapies for children Diagnosed with ADHsimisterchristen
1
Comparison of Therapies for children Diagnosed with ADHD
Barbara Maclure
10/03/22
Comparison of Therapies for children Diagnosed with ADHD
Participants
This study's participants will consist of 100 children (N=100) aged 4 to 6 years. This study will be conducted in the school where the children attend the class. The main reason behind selecting the school setting is because, in this setting, all the factors that affect work ethic, social interaction, and behavior will be considered. To conduct this study successfully, a class will be required to have 20-25 students, their teacher, and our professionals. All the participants will be kindergarten children with who ADHD has been diagnosed. We will ensure that the sample size is large enough so that we will be able to collect data that will support or dispute the research question. Using one hundred participants surpasses the threshold; therefore, the data to be collected will have a weight to support or dispute the research question. We will use purposeful sampling criteria to find one hundred students in the grade kindergarten aged 4-6 years. In qualitative research, it is essential to use purposeful sampling to get valuable data despite the limited resources. The children's choice will be based on pediatrician evaluations and diagnosis of ADHD. To get the participant, it will be ensured that they have not gone a treatment therapy before the start of the study. This is to facilitate the participant to be chosen randomly between methylphenidate treatment and behavioral therapy. The study will ensure that the parent consent of the children is taken. The participant will involve males and females.
Measures
In this study, the best research design is using qualitative experimental research. The main feature of experimental design is selecting the participant randomly; therefore, the research has a maximum control level. In much research for identifying a relationship between two or more variables, they embrace experimental research. This research amicably compares two or more groups. Experimental research consists of both of experimental group and the control group. This experimental group will consist of the children undergoing medication or behavioral therapy; on the other hand, a control group entails children undergoing Methylphenidate. The experimental group gives an independent variable of behavioral therapy. The research will relate behavior therapy's effects symptoms of ADHD and the effect of Methylphenidate therapy on the same symptoms.
Extraneous Variables
Many variables must be examined and recorded in observing and recording various issues related to ADHD children. No factors present in the children's classroom that may not have an indirect influence on the children's behaviors yet are not related to the ADHD symptoms. The presence of distractibility and peer influence are some of the core aspects that are likely to influence children's behaviors. The children can also b ...
The document discusses the history and development of suit therapy. It began with the development of the Penguin suit in Russia's space program to counter the harmful effects of weightlessness on the body during space flights. Suit therapy aims to normalize sensory and motor inputs, bone density, muscle strength, balance, and body fluid balance that are impacted by reduced weight bearing.
The Adeli suit, developed by the Russian Academy of Sciences, showed successful results in treating cerebral palsy and other neurological disorders, opening the door for suit therapy as a new treatment method. The modified TheraSuit was designed by Polish therapists Richard and Izabela Koscielny for intensive suit therapy in the US and abroad. Research shows TheraSuit can
Incentive based behavior management in urban students diagnosed with adhdiZone
Blended Learning Institute (BLI) graduate Candace Miller conducts an action research project to examine the effects of integrating technology into her behavior management systems on the comportment of students with ADHD.
This study evaluated the effects of an 11-week anger management program on 11 children aged 6 to 12 enrolled in a day treatment center. The children were split into an experimental group that received the anger management program and a wait-list control group. Observations found that the children displayed more verbal aggressive behavior than physical. After the program, the experimental group did not see a reduction in problem behaviors from pre- to post-intervention. The small sample size and variability in the data limited the conclusions that could be drawn about the effectiveness of the anger management program.
Dadds Spence 1997 Prevention and early intervention for anxiety disorders JCo...AddisonWilson
The Queensland Early Intervention and Prevention of Anxiety Project evaluated the effectiveness of a cognitive-behavioral and family-based group intervention for preventing the onset and development of anxiety problems in children. A total of 1,786 7- to 14-year-olds were screened for anxiety problems using teacher nominations and children's self-report. For more information
About paula Barrett visit us: http://www.australianoftheyear.org.au/honour-roll/?view=fullView&recipientID=598
Neurodevelopmental Treatment and Cerebral Palseyda5884
This document summarizes a PICO question about the effectiveness of neurodevelopmental therapy (NDT) in improving gross motor function in children with cerebral palsy compared to alternative or no therapy. NDT targets the neuromuscular and central nervous systems to improve postural control and movement patterns. The document reviews 3 articles that provide evidence that NDT is not more effective than alternative therapies in improving gross motor skills, though results may vary based on treatment techniques and protocols. Implications for practice include critically evaluating why NDT is used and identifying which aspects are most helpful through future research.
Self-regulation skills develop in elementary-aged children through self-talk, cognitive flexibility, attention control, delaying gratification, emotion management, empathy, organization, and completing complex tasks. These skills are influenced by a child's biology, caregiver support, and environmental context. Caregivers help children develop self-regulation through building warm relationships, coaching self-regulation skills, and structuring the environment. Existing interventions for elementary-aged children focus on teaching self-regulation skills and supporting co-regulation through caregivers, with the combination found to be most effective.
Consensus Guidelines on Management of Childhood Convulsive Status Epilepticusmandar haval
The document provides consensus guidelines for the evaluation and management of childhood convulsive status epilepticus in India. It was developed through a multi-disciplinary consensus workshop involving experts from across India. The guidelines define status epilepticus and discuss the epidemiology in India. They emphasize the importance of early pre-hospital management to initiate treatment as soon as possible. The initial management should consist of a parenteral benzodiazepine by any feasible route. Subsequent in-hospital management is also outlined. The aim is to provide a standardized, evidence-based protocol tailored for use in India given available resources and common etiologies.
Movement Therapy and Students with ADHD | Jala PearsonJala Pearson
Jala Pearson cares about students dealing with ADHD and their parents. She recently uncovered an article that talks about how movement therapy can help these students thrive in the classroom. To read more about ADHD from Jala Pearson, visit her site dedicated to the topic. It can be found linked above.
This study examined the effects of using therapy balls instead of chairs on the classroom behavior and reading comprehension of 24 fifth-grade students with dyslexia. The students' behavior was observed and rated by independent observers, teachers, and the students themselves across three time periods. In the first period, one class used therapy balls while the other used chairs. Then the conditions were switched. The results showed that independent observers saw a decrease in undesirable behaviors for the class using balls, with medium to large effect sizes. However, there were no significant effects found for reading comprehension or student and teacher ratings of behavior. Most students reported that the balls improved their attention and motivation.
This document summarizes a study that examined the relationship between physical activity, screen time, and subjective health complaints in Irish schoolchildren aged 10-17. The study found that a high percentage of children reported health complaints weekly or more, and that girls reported higher rates than boys. Children who met screen time recommendations of 2 hours or less per day had a higher risk of health complaints than those meeting physical activity guidelines. Children meeting neither guideline were at highest risk. The researchers concluded that targeting reductions in screen time may be particularly important for policies aimed at improving children's health and wellbeing.
1. The document discusses an intervention program for children and adolescents with ADHD that aimed to improve working memory. It provided cognitive training over 10 full days and assessed working memory before and after using tests.
2. The results found no significant changes between pre-and post-test working memory scores and no relationship between memory and the intervention. There was also no difference between children and adolescents' memory scores.
3. The study had limitations as the sample was small without a control group. Future research should include larger samples and test in school/home settings to better assess real-world impacts.
This study examined the effect of co-curricular activities on the academic achievement of secondary school students in Abbottabad, Pakistan. 200 students were divided into experimental and control groups. The experimental groups participated in physical and non-physical co-curricular activities for 40 minutes daily for 12 weeks, while the control groups did not. Pre- and post-tests were used to measure the students' academic achievement before and after the activities. The results showed that the experimental groups performed significantly better than the control groups on the post-test in government boys', girls', and private girls' schools, but not in the private boys' school. The study concluded that co-curricular activities can positively impact academic achievement.
Este artículo de Morga y Long es una revisión de la evidencia cualitativa con respecto a la efectividad de las intervenciones de terapia ocupacional en niños con trastorno del desarrollo y de la coordinación
This document summarizes a survey of occupational therapy program directors regarding how their programs prepare students to address clients' mental health needs in school-based practice. The survey found that while most programs address this topic to some degree, many directors felt it could be strengthened. Suggested improvements included providing more instruction in pediatric mental health, helping students recognize their role in mental health, and addressing emerging topics like trauma care. Direct exposure to psychosocial fieldwork placements was also seen as important for preparing students in this area.
1) The study examined the effectiveness of cognitive behavioral family therapy on improving obsessive-compulsive disorder in female high school students.
2) 24 female students diagnosed with OCD and their parents were randomly assigned to experimental and control groups. The experimental group received 8 sessions of cognitive behavioral family therapy while the control group received no treatment.
3) Results of covariance analysis showed that cognitive behavioral family therapy was effective in improving OCD symptoms in the experimental group compared to the control group, as measured by pre-test, post-test, and follow-up scores on the Maudsley Obsessive-Compulsive Inventory questionnaire.
1
JOURNAL SUMMARY 2
Journal Summary
[Insert Name]
Lamar University
Journal Summary
Van der Donk, Hiernstra-Beernink, Tjeenk-Kalff, van der Leij and Lindaur (2013) conducted a study to determine the effects of executive functioning and working memory interventions on academic achievement and classroom behavior in students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). This study consisted of two randomly selected groups of 175 students each between the ages of 8 and 12 that had a single, prior diagnosis of ADHD. The students were either assigned to a computer-based or a teacher instructed intervention. Students were selected from various elementary schools from two Dutch regions. The interventions were implemented by developmental psychologists that underwent a three-hour training course for their respective intervention. Group monitoring by a licensed clinical staff, recording observations of implementation, and reviewing student work samples were methods used to authenticate intervention fidelity. The computer-based intervention consisted of working memory tasks that adapted to the students’ skill level in a game format. The teacher instructed intervention consisted of several visual and verbal tasks that addressed five executive functions that are critical for success within a classroom setting. Both interventions were implemented 5 times a week for 45 minutes for a duration of 5 weeks. Various assessment methods including standardized tests and checklists were administered at baseline, at the conclusion of the intervention period, and six months after the intervention period to measure academic performance and classroom behavior. Results of the study showed a notable increase in academic performance and a statistically significant improvement in student behavior in the classroom.
Strengths and Weaknesses
This study had several strengths and limitations. One strength of the study was the randomization of the test groups. Randomly assigning subjects is the best practice to ensure efficacy. Each group was comprised of 175 students which is an adequate sample size to determine valid results. Measures were taken to verify the fidelity of intervention implementation. One limitation of this study was the content and applicability of the test groups differed greatly making it difficult to compare the efficacy of the interventions. Single tasks were used to assess the effects of working memory training which made results ambiguous as to whether academic and behavior improvement was due to the changes in ability or due to assessed tasks resembling practiced tasks.
Instructional Implications
The Centers for Disease Control and Prevention (CDC) reported that in 2016, 9.4% of children ages 4-17 were diagnosed with ADHD in the United States. 62% of children diagnosed with ADHD are taking some sort of medication. These medications help alleviate behavior sympt.
1
4
Discrete Trial Training (DTT) effect on children with ASD
Introduction
Autism Spectrum Disorder (ASD) is a condition that affects the development of an individual affecting their behaviour and the ability to communicate (Autism Spectrum Disorder, 2021). In most cases, this disorder exhibits its symptoms within the initial two years of an individual, despite its diagnosis being plausible for individuals of all ages. Persons diagnosed with this disorder often have repetitive behaviours and restricted interests, find it difficult to partake in social interactions and communication with others, and show other symptoms that may impede the individual's ability to perform well in school, work and several other aspects of life ("Autism Spectrum Disorder, 2021). The individuals diagnosed with the disorder will, in some cases, be reliant on their families and individuals close to them for help and support. Despite the disorder's potency as a life-long condition, some services and treatments are provided, helping an individual diagnosed with the condition improve the quality of their life. It is also important to note that the disorder has several different variations; hence, the spectrum of different characteristics, unique to every diagnosed individual.
According to studies conducted, one in fifty-four children is diagnosed with the disorder in the United States, occurring in children of all racial backgrounds and socioeconomic groups ("Data and Statistics on Autism Spectrum Disorder | CDC," 2021). According to the same report, the disease is four times more likely to occur in boys than in girls. Between 2009 to 2017, the number of children aged between 3-17 years diagnosed with development disorders, inclusive of ASD, increased from 16.2% to 17.8%. (Ünlü et al., 2018). In the use of discrete trial training (DTT), children are taught a plethora of skills, which include academic, language, and social skills, necessary to facilitate their development. In the treatment of ASD, options are limited. However, early diagnosis, coupled with behaviour interventions, is considered to have the best outcomes in managing the disorder's symptoms (Masi et al., 2017).
The prevalence of ASD in children has been noted to rise significantly in the population (Masi et al., 2017; "Data and Statistics on Autism Spectrum Disorder | CDC," 2021), affecting a larger portion of the population. This number of affected individuals is projected to rise even higher in the coming years, a problem in society that needs to be addressed. In the treatment of the disorder, drug interventions, while widely used, have failed to prove their efficiency in improving or managing symptoms in most cases (Masi et al., 2017). The treatment options for the disorder are also very limited. The use of drug interventions, early diagnosis, and early behavioural interventions is very expensive and inaccessible to many individuals affected by the condition. Identifying the disorder i ...
1Comparison of Therapies for children Diagnosed with ADH.docxdurantheseldine
1
Comparison of Therapies for children Diagnosed with ADHD
Student Name
University
Course
Professors Name
Date
Comparison of Therapies for children Diagnosed with ADHD
Participants
This study's participants will consist of 100 children (N=100) aged 4 to 6 years. This study will be conducted in the school where the children attend the class. The main reason behind selecting the school setting is because, in this setting, all the factors that affect work ethic, social interaction, and behavior will be considered. To conduct this study successfully, a class will be required to have 20-25 students, their teacher, and our professionals. All the participants will be kindergarten children with who ADHD has been diagnosed. We will ensure that the sample size is large enough so that we will be able to collect data that will support or dispute the research question. Using 100 participants surpasses the threshold; therefore, the data to be collected will have a weight to support or dispute the research question. We will use purposeful sampling criteria to find 100 students in the grade kindergarten aged 4-6 years. In qualitative research, it is essential to use purposeful sampling to get valuable data despite the limited resources. The children's choice will be based on pediatrician evaluations and diagnosis of ADHD. To get the participant, it will be ensured that they have not gone a treatment therapy before the start of the study. This is to facilitate the participant to be chosen randomly between methylphenidate treatment and behavioral therapy. The study will ensure that the parent consent of the children is taken. The participant will involve males and females.
Measures
In this study, the best research design is using qualitative experimental research. The main feature of experimental design is selecting the participant randomly; therefore, the research has a maximum control level. In many research for identifying a relationship between two or more variables, they embrace experimental research. This research amicably compares two or more groups. Experimental research consists of both of experimental group and the control group. This experimental group will consist of the children undergoing medication or behavioral therapy; on the other hand, a control group entails children undergoing Methylphenidate. The experimental group gives an independent variable of behavioral therapy. The research will relate behavior therapy's effects symptoms of ADHD and the effect of Methylphenidate therapy on the same symptoms.
Extraneous Variables
Many variables must be examined and recorded in observing and recording various issues related to ADHD children. No factors present in the children's classroom that may not have an indirect influence on the children's behaviors yet are not related to the ADHD symptoms. The presence of distractibility and peer influence are some of the core aspects that are likely to influence children's behaviors. The children can.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
1Comparison of Therapies for children Diagnosed with ADHsimisterchristen
1
Comparison of Therapies for children Diagnosed with ADHD
Barbara Maclure
10/03/22
Comparison of Therapies for children Diagnosed with ADHD
Participants
This study's participants will consist of 100 children (N=100) aged 4 to 6 years. This study will be conducted in the school where the children attend the class. The main reason behind selecting the school setting is because, in this setting, all the factors that affect work ethic, social interaction, and behavior will be considered. To conduct this study successfully, a class will be required to have 20-25 students, their teacher, and our professionals. All the participants will be kindergarten children with who ADHD has been diagnosed. We will ensure that the sample size is large enough so that we will be able to collect data that will support or dispute the research question. Using one hundred participants surpasses the threshold; therefore, the data to be collected will have a weight to support or dispute the research question. We will use purposeful sampling criteria to find one hundred students in the grade kindergarten aged 4-6 years. In qualitative research, it is essential to use purposeful sampling to get valuable data despite the limited resources. The children's choice will be based on pediatrician evaluations and diagnosis of ADHD. To get the participant, it will be ensured that they have not gone a treatment therapy before the start of the study. This is to facilitate the participant to be chosen randomly between methylphenidate treatment and behavioral therapy. The study will ensure that the parent consent of the children is taken. The participant will involve males and females.
Measures
In this study, the best research design is using qualitative experimental research. The main feature of experimental design is selecting the participant randomly; therefore, the research has a maximum control level. In much research for identifying a relationship between two or more variables, they embrace experimental research. This research amicably compares two or more groups. Experimental research consists of both of experimental group and the control group. This experimental group will consist of the children undergoing medication or behavioral therapy; on the other hand, a control group entails children undergoing Methylphenidate. The experimental group gives an independent variable of behavioral therapy. The research will relate behavior therapy's effects symptoms of ADHD and the effect of Methylphenidate therapy on the same symptoms.
Extraneous Variables
Many variables must be examined and recorded in observing and recording various issues related to ADHD children. No factors present in the children's classroom that may not have an indirect influence on the children's behaviors yet are not related to the ADHD symptoms. The presence of distractibility and peer influence are some of the core aspects that are likely to influence children's behaviors. The children can also b ...
1Proposal Effectiveness of non-pharmacological in Compari.docxdurantheseldine
1
Proposal: Effectiveness of non-pharmacological in Comparison to
Methylphenidate Stimulant Therapy
Barbara Maclure
9/18/2022
2
Effectiveness of non-pharmacological in Comparison to
Methylphenidate Stimulant Therapy
Introduction
Attentive–deficit hyperactivity is a psychological disorder that is well known, affecting
both children and adults. Some of the associated symptoms that are associated with ADHD include
inattention, hyperactivity, impulsivity, and difficulty in focusing. It is reported that in the United
States, about 8.5% of children are affected by ADHD. In the treatment process, several ways have
been put into place. Despite the treatment, many studies reported that some treatment methods
have side effects. Therefore, knowing the method that least has the side effects is crucial. This
research proposal will play an essential role as it will identify whether non-pharmacological
intervention, behavioral therapy, and stimulant therapy have the same results in children aged 4 to
8.
Background of the study
Dr. George first identified ADHD when he was a pediatrician. He noted that his patients
had uncontrollable impulsive behavior. There was an introduction of the drug Benzedrine, which
was approved as it showed to improve ADHD symptoms in children. In 1950 there was the
introduction of Ritalin drugs which were used in ADHD treatment in both children and
adolescents. (Holland & Higuera (2017). The drug that is used in the treatment of ADHD to date is
Ritalin. Despite the doctors treating patients with ADHD symptoms from the 1930s, there was no
actual definition of ADHD. Still, it was given much attention in 1987 when the American
Psychiatric Association (APA) redefinition of the disorder.
3
By 2020, approximately 7.1 million young children aging between 2-17 years with ADHD
had been diagnosed. (Garbe (2018). Despite the prevalence of the disorder among children and
adolescents, ADHD is also present in adulthood. In most cases, this disorder is noted when the
child gets into the class and starts issues of failing to focus on the classroom. There are different
forms of ADHD which entails hyperactive/impulsive type, inattentive type, or a combination of the
two. There is a criterion that is customarily utilized in the treatment of ADHD. The parents and the
teacher are required to document the children's symptoms for a period of six months. Research
shows that ADHD is more common in males than women. One of the interventions utilized is
stimulant therapy, considered standard treatment for children after reaching an appropriate age.
The stimulus, for example, the medication, is said to have side effects which can be either mild or
severe. Some noticeable side effects include upset stomach, appetite change, heart abnormalities,
tics, and weight loss. Although the treated symbols are 70-80% treated, there can be the utilization
of.
ProcedureASD children92 children recruited 16 Funded mu.docxstilliegeorgiana
Procedure
ASD children
92 children recruited
16 Funded multidisciplinary centers
Using DSM-IV-TR
8 children with Dx. at HR for ASD
5 treatment centers used ABA
6 treatment centers used Imitation & TAU
7 children dropped out
85 children, ages 22-75 months
5 treatment centers TAU
Characteristics investigated
Age
Autism severity
Time elapsed
Maternal & paternal
Gender
IQ
Education
Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision (DSM-IV-TR).
Children divided into 3 intervention groups.
1
Results
Based on 3 interventions
ABA - Applied Behavior Analysis
JA- Joint attention
TAU- Treatment as usual.
Study was analyzed based on comparison of treatment between intervention groups.
Using 2 repeated MANOVA Analysis
Results from questionnaires were analyzed differently.
Descriptive statistics for pre & post measurement in the different intervention groups of all dependent variables.
Test results revealed no interaction between intervention group & time, which means that the progress children made, was not different in the 3 intervention groups.
There was an effect of time irrespective of intervention group.
Time
Intervention group
There was no stastical difference in intervention groups and the various intervention measures carried out.
2
Individual variabilityProgressAge Outcomes% of Progress 1Measurement of interventions22- 75 monthsImitation, Pretend Play, language abilities & adaptive behavior. All three intervention groups (ABA, TAU, & JA)Good progress> 6 months in AE 3 or 4 outcomes.26% Moderate to good progress3-5 months in AE3 outcomes7%Mixed progressNormal development plan1-2 outcomes34%Limited to moderate progress3-5 months1-2 outcomes14%Limited progressNo progress or deterioratedNot ˃ 2 months, 19%
This is a simplified table of how the results were presented. For the various interventions they employed, there had to be measurements. They classified progress into categories of good to little progress (5 categories). Then, defined the ages that would signify if a child has undergone improvement or not, depending on how good they perform in different outcomes like Imitation, pretend play etc. Then analyze the total progress percentages of all three interventions.
3
Predicting Outcomes
1. No difference in average scores for different intervention groups.
Used global progress categories over multiple regression analysis.
This enables better analysis of outcomes.
Predictors: Age, IQ-category, autism severity & treatment intensity & number of months in intervention.
2. Significant difference in education types in intervention groups.
3. Found that children in different types of education progressed differently
regular education,
regular education with support,
special education and not in school yet.
4. Merging of progress, intervention groups & analyzing of continuous predictors to ensure enough observations.
5. Age was omitted as a factor.
6. Education type & IQ were the only ...
This review article summarizes recent research on cognitive and behavioral disorders in children with Neurofibromatosis Type 1 (NF1):
- Compared to controls, children with NF1 show significant impairments in language, reading, visuospatial skills, motor function, executive function, attention, behavior, emotion, and social skills.
- Attention-deficit/hyperactivity disorder (ADHD) is highly prevalent in children with NF1 and can affect cognition and executive function.
- Studies report a high prevalence of autistic traits and autism spectrum disorder among children with NF1.
- The benefits of using statins to treat cognitive deficits in NF1 are unclear, but methylphenidate treatment
DSM proposal for Sensory Processing Disorder. Of interest to those who want to know more in general, or know more about SPD as it compares to ASD or Misophonia.
Due Facilitating group to post by Day 1; all other AlyciaGold776
Due: Facilitating group to post by
Day 1; all other students post to discussion prompt by
Day 3 and one other peer initial discussion prompt post by
Day 6
Initial Post: Created by Facilitating Group ( I am not in the facilitating group)
This is a student-led discussion.
· The facilitating group should choose one member from their group who will be responsible for the initial post.
· On
Day 1 of this week, the chosen group member will create an initial post that is to include the group's discussion prompts, resources, and the instructions for what your classmates are to do with the resources.
· During this week, each member of your group is to participate in the facilitation of the discussion. This means making certain that everyone is engaged, questions from students are being answered, and the discussion is expanding.
· It is the expectation that the facilitating group will address all initial peer response posts by Day 7.
Reply Posts: Non-Facilitating Students
· If you are not a member of the facilitating group, you are to post a discussion prompt response according to the facilitating group's instructions by
Day 3. Your reply posts should include substantive reflection directed to the presenters.
· You are also expected to respond to at least two other peer's initial discussion prompt posts.
Group Facilitated Discussion Plan: Attention Deficit Hyperactivity Disorder
Yanisleidy Mondeja and Laura Richard
NU664C Family Mental Health I
Attention Deficit Hyperactivity Disorder
This post entails an alliance of ideas and research blended to inspire a lively discussion entailing Attention Deficit Hyperactivity Disorder (ADHD) among children and adolescents. ADHD is one of the most common mental disorders affecting children and adolescents. Thomas et al. (2015) affirm that it is a common neurobehavioral disorder, with approximately 11% of children aged 4 to 17years being diagnosed in the United States alone. The presence of geographical differences affects the rate of diagnosis and treatment in which prevalence has increased over time. Considering the fifth edition of DSM-V, for an individual to be diagnosed with ADHD, one must meet six out of nine possible inattentive symptoms such as failing to give close attention to details or being easily distracted. This is alongside the six out of nine possible hyperactivity or impulsivity symptoms such as being on the ego or difficulty for an individual to wait for his turn. Moreover, symptoms need to be present for at least six months, occur in two different settings, be present before 12 years of age, and not be better explained by another disorder (Painter & Scannapieco, 2021).
Attention Deficit-Hyperactivity Disorder has three presentations: predominantly hyperactive/impulsive, predominantly inattentive, and a combination of the two based on how many symptoms in each diagnostic category a person meets. ...
ADHD is a syndrome with a constellation of symptoms which is pervasive across life functions. A multi-dimensional and multi-disciplinary, goal oriented program with proper compliance is required for maximum benefit from the program.
This study assessed the impact of a psychoeducational intervention on family dynamics for couples with children diagnosed with ADHD. Parents participated in 5 weekly sessions that provided information on ADHD and taught cognitive-behavioral strategies and behavior modification techniques. Questionnaires assessed ADHD symptoms, family conflict, and social difficulties before and after the intervention. Results showed decreases in ADHD symptoms, family conflict, and social problems. Parents reported richer relationships with their children and better understanding of their behavior. The psychoeducation program was found to improve family dynamics for those with children diagnosed with ADHD.
The document discusses emotional and behavioral disturbance (EBD) in students. It provides statistics on EBD, such as 20% of school-aged children having a diagnosable mental illness and 5% being diagnosed with EBD. Students with EBD have a 50% dropout rate. The document also summarizes three research articles on EBD. The first article discusses function-based interventions for nonresponsive students. The second examines the effectiveness of video modeling interventions. The third is a meta-analysis of prevention and intervention programs for students with EBD.
This study examined emotional impulsivity in children with ADHD based on ratings from parents using an ecological momentary assessment over 28 days. It found that children with ADHD and a comorbid internalizing or externalizing disorder had significantly more variability in their emotions compared to children with ADHD alone or controls. This suggests emotional impulsivity is associated more with comorbid psychopathology rather than just ADHD symptoms. The results imply interventions should target emotional regulation especially for children with both ADHD and another disorder.
Parent management training (PMT) involves educating and coaching parents to change problematic child behaviors using behavior modification techniques. PMT teaches parents positive reinforcement methods to improve behaviors like aggression and tantrums in preschool and school-aged children. PMT has been shown to reduce disruptive child behaviors and improve parental mental health. It was initially developed in the 1960s based on principles of operant conditioning to change parenting behaviors through positive reinforcement of appropriate child behaviors and limiting attention for inappropriate behaviors. Treatment typically involves parents learning these techniques over several weekly sessions focused on monitoring, reinforcing positive behaviors and using time-outs or removal of privileges for negative behaviors.
- A study tested whether children with learning disabilities who received an intervention program to enhance sensory integration would show greater academic gains than children who received only classroom instruction.
- The intervention program provided 25-40 minutes per day of activities to stimulate the vestibular and somatosensory systems based on each child's specific sensory issues.
- Children with generalized sensory problems or isolated auditory-language problems who received the intervention showed significantly greater gains on reading and language tests than control children receiving only classroom instruction. The intervention program was effective for improving academic skills.
Presenter: Gregory Fabiano, Ph.D.
From: UB Alberti Center for Bullying Abuse Prevention, Colloquium Series (April 9, 2015)
More: gse.buffalo.edu/alberticenter
........
Attention-deficit/hyperactivity disorder (ADHD) is a chronic, pervasive childhood mental health disorder with a typical onset during early childhood, and it results in considerable impairments in social, academic, and family functioning.
Evidence-based treatments for ADHD include pharmacological interventions and behavioral interventions. Behavioral interventions typically include teaching parents and teachers how to manipulate and control the antecedents and consequences of behavior to promote increased adaptive functioning and reduce problematic behaviors. Recent innovations in behavioral interventions include using social, recreational activities to engage fathers in treatment programs, combining pharmacological and behavioral interventions to promote appropriate behaviors in schools, and enhancing special education services for youth with ADHD.
Emphasis within the talk will include a discussion of how youth with ADHD and their families can be effectively treated to reduce their roles as both perpetrators and recipients of aggressive, bullying, and other negative social behaviors.
Special Yoga Foundation (SYF) was commissioned by Havering Clinical Commissioning Group (CCG) to develop a programme as part of their wider prevention programme to build up mental health resilience in the 80 schools within the borough of Havering.
Eficácia do metilfenidato e atomoxetina em crianças PHDA
Research Details.PDF
1. 19Manipal Journal of Nursing and Health Sciences • January 2015 (Volume 1, Issue 1)
Abstract
Introduction: Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common behaviour disorders of
childhood. Mental health and school practitioners are increasingly faced with the challenge of assessing children and
adolescents who might have ADHD. The purpose of the study was to assess the effectiveness of dance movement
therapy (DMT) among ADHD children. Methods: Data collection was done using demographic proforma; SNAP
IV rating scale and an opinionnaire. Results: Analysis revealed post-test teacher and parent mean scores were
significantly lower than the pre-test teacher and parent mean scores i.e. the t-value for teacher is t(29)=16.81 and for
parent is t(29)=15.74.This significant reduction in the post-test scores revealed that there was an improvement in the
ADHD assessment scores done by the teachers and parents. Conclusion: Based on the findings it is concluded that
DMT was highly effective as a complementary therapy to treat children with ADHD.
Keywords: Attention Deficit Hyperactivity Disorder (ADHD), Dance Movement Therapy (DMT), Effectiveness.
Shilpa J(1) :-Lecturer, Department of Paediatric Nursing, K Pandyarajah Ballal Nursing Institute, Ullal, Mangalore
E-mail: gshilpaj@gmail.com
Asha P Shetty(2) :-Professor and HOD, Department of Paediatric Nursing, Yenepoya Nursing College, Yenepoya University,
Mangalore - 575018. E-mail: asha02shetty@gmail.com
healthy balance and a sense of wholeness [American
Dance Therapy Association (ADTA), 2007]. In DMT,
movement interaction is utilized to attain therapeutic
goals. This therapy helps in enhancing emotional-
physical unity of individuals, effecting changes in
feelings, cognition and physical functioning. It can
be used with varied age groups of children in and
outside classroom situations. It can be modified to
suit a wide range of clinical categories; the mentally
challenged, physically disabled, slow learners,
emotionally disturbed, the visually and hearing
impaired, children with cerebral palsy and autism,
etc. (Kashyap and Narthaki, 2002).The incidence
of ADHD in different countries varies. Among the
children of United States, the prevalence ranges from
4% to 12% (Brown, et al., 2001). In Indian literature,
the prevalence of ADHD in children has been found
to range from 1% to 15.5%. A clinical profile carried
out in India in 2000 pointed out that prevalence of
ADHD is 10-20% (Prahbhjot and Pratibha, 2000).
There is a dearth of literature related to effectiveness
of DMT among ADHD children. Hence, the aim of
the study was to find out the effectiveness of DMT
among ADHD children.
INTRODUCTION
Attention Deficit Hyperactivity Disorder (ADHD)
is a condition that becomes apparent in some
children in the preschool age and it is one of the most
common childhood onset psychiatric disorders that
affect school age children. In a classroom of 25 to 30
children, it is likely that at least one will have ADHD.
Boys are more commonly affected by ADHD than
girls. It is a disruptive behavioural disorder with
early childhood onset, characterized by symptoms of
inattention, hyperactivity and impulsivity (American
Psychiatric Association, 1994). Koshland, Wilson and
Wittaker (2004) found that the Dance Movement
Therapy (DMT) fostered social interactions and
expression of feelings as well as gaining self-control.
According to studies done by Gronlund, Renck and
Weibull (2005), there is a strong relationship between
motor-perception dysfunction and ADHD, which is
why a movement intervention, such as DMT could
serve as an appropriate treatment method. As a
form of expressive therapy, DMT is founded on
the basis that movement and emotion are directly
related. The ultimate purpose of DMT is to find a
Effectiveness of dance movement therapy on
attention deficit hyperactivity disorder children
aged between 6-12 years
Shilpa J1
, Asha P Shetty2
1) Lecturer, Department of Paediatric Nursing, K Pandyarajah Ballal Nursing Institute, Ullal, Mangalore
2) Professor and HOD, Department of Paediatric Nursing, Yenepoya Nursing College, Yenepoya University, Mangalore
Original article
2. 20 Manipal Journal of Nursing and Health Sciences • January 2015 (Volume 1, Issue 1)
MATERIALS AND METHODS
A quasi-experimental design was adopted to
determine the effectiveness of DMT on ADHD
children. Demographic proforma, SNAP IV
(Swanson Nolan and Pelham, version IV) teacher and
parent rating scale and opinionnaire of the parents
were used to assess the effectiveness of DMT among
ADHD children.
The constructed tools such as demographic
proforma and opinionnaire on DMT along with the
objectives and criteria were given to eleven subject
experts from the field of child health nursing,
paediatric medicine and psychiatric medicine
for the content validity. The validity index was
0.94. We used short version of SNAP IV teacher
and parent rating scale, which included 18 items
from Diagnostic and Statistical Manual of Mental
Disorders (DSM) IV (1994) criteria for ADHD, for
the two subset of symptoms: inattention (items 1-9)
and hyperactivity/impulsivity (items 10-18). It was a
four-point response scored from 0-3. Subscale scores
on SNAP IV were calculated by summing the scores
on the items in the specific subset. The score for any
subset is expressed as the average rating per item.
The 5% cut off scores for teachers and parents are
provided. The scores with 5% cut off for teacher is
2.56 and for parent 1.78 respectively for inattention;
1.78 for teachers and 1.44 for parents for the subset
hyperactivity and impulsivity respectively. The
combined ADHD scores for teachers and parents
were found to be two and 1.67 respectively. In order
to determine the average rating per item score, the
score should fall within the top 5% scores and is
considered significant. The tools were translated
to Kannada language and retranslated to English
to ensure the language validity. The reliability of
the SNAP IV rating scale was obtained by using
Cronbach’s alpha. The obtained coefficient alpha (r)
was 0.92 for Kannada version and 0.72 for English
version. Both versions were used for data collection.
The screening phase consisted of dyad sample of
teachers and parents; constituting parents of 200
children and 10 class teachers selected by simple
random sampling technique and the sample size
consisted of30 children selected based on their scores,
parents (n=30) and their class teachers (n=10). The
pilot study was conducted in Prestige International
School at Mangalore. The data for the study was
collected from Yenepoya School, Mangalore,
Dakshina Kannada Primary School and Bharathi
English Medium School, Ullal, Mangalore.
Data was collected by using self-administered
rating scale and interview technique. Demographic
proforma was filled by the investigator using
interview technique and SNAP IV teacher and
parent rating scale were administered to both - the
parents and the class teachers. For preliminary
screening data was collected from parents of 200
primary school children of classes first to fourth
standard, who were selected by lottery method of
simple random sampling. Among these, 30 children
who met the criteria of ADHD according to SNAP
IV teacher and parent rating scale were selected. The
study hypothesized that the mean post-test ADHD
assessment scores of children undergoing DMT
will be significantly lesser than their mean pre-test
ADHD assessment score.
DMT constituted specific child aerobics and
songs required for the children to perform an
aerobic exercise. The investigators prepared child
aerobics compact disc (CD) constituting all aerobic
movements lasting for 20 minutes. The CD was
prepared in such a way that instructions along with
aerobic moves are conjoined together according to
the selected songs. The researchers selected the songs
for the children, which enabled the phases required
for an aerobic dance. The phases included warm up,
moderate intense moves and cool down. The warm
section selected for the study included child moves
like marching, step-touch, step-touch with claps,
double touch, double touch with hand moves and
criss-cross. The moderate intense moves included
heel clicks, heel clicks with body rotation, side moves
and side moves with body waves and rotation, grape
wine, grape wine with hand moves and fly, hand and
leg exercises, walk and kick forward and backward,
cheer up leader, knee lifts with biceps curls, jumping
jacks, heel clicks, internal and external rotation of
the hip, belly rotation, monster walk, salsa step with
hand moves, bulb remover, ringing the bell, knee lifts,
knee lifts with claps, squish walk with pizza hut and
Mc-Donald’s punching the air, stylish walk, hoping
and flap the beaks, side rotations, grape wine with
steering and peg-peg. These moves were repeated
3. 21Manipal Journal of Nursing and Health Sciences • January 2015 (Volume 1, Issue 1)
for a maximum of 16 times and in between relaxation
technique was added in the form of inhalation and
exhalation. Cool down moves included stretches
like leg stretch, shoulder stretch, forward and back
stretches, shoulder press and shoulder rotation. The
prepared CD along with the criteria checklist was
given to three experts in the field of aerobics, nursing
and music to ensure validity.
The selected children were given DMT by the
researcher, who had undergone a course in child
aerobics and obtained training certificate for
specific child aerobics, which can be used in the
study for DMT for a period of three weeks. Post-
test was conducted in the third week to determine
the effectiveness of DMT. Opinionnaire was given
to parents of children who underwent DMT The
data was collected and recorded systematically on
each subject and organized in a way that facilitates
computer entry.
RESULTS
Table 1: Frequency and percentage distribution of children
according to age (n=30)
Demographic Variables
Frequency
(f)
Percentage
(%)
Age in Years
6 6 20.00
7 9 30.00
8 8 27.00
9 7 23.00
Gender
Male 22 73.33
Female 8 26.67
Religion
Hindu 6 20.00
Christian 1 3.33
Muslim 23 76.67
Type of family
Nuclear 9 30.00
Joint 21 70.00
Birth order of the child
1 1 3.33
2 8 26.67
3 16 53.33
4 and above 5 16.67
Educational status of the parent
Primary 2 6.67
High School 3 10.00
Pre University 13 43.33
Graduate 11 36.67
Post graduate and above 1 3.33
Occupational status of the parent
Daily wage 1 3.33
Private sector 24 80.00
Government sector 2 6.67
Household work 3 10.00
The data presented in Table 1 show that 9 (30%) of
the study participants were seven years old and eight
(27%) were 8 years old. Table 1 also indicates that 22
participants (73.33%) were males and 8 (26.67%) were
females. Maximum number of children 23 (76.67%)
were Muslims. Majority 21(70%) belonged to joint
family; 16(53.33%) of the children had the birth order
of 3, 13(43.33%) of the parents had Pre University
education and 24(80%) had private sector job.
Table 2: Frequency and percentage of school children based on
types of ADHD as per teacher cut-off points (n=30)
Types
Teacher 5%
cut-off scores
Pre-test
f %
ADHD Inattentive Type 2.56 - -
ADHD Hyperactive/
Impulsive Type
1.78 22 73.33
ADHD
Combined Type 2.00 8 26.67
Table 2 shows that 22(73.33%) children were classified
as ADHD hyperactive/impulsive and the remaining
8(26.67%) of the children as ADHD combined
Table 3: Frequency and percentage distribution of school
children based on types of ADHD as per parent cut-off points
(n=30)
Types Parent 5%
cut- off scores
Pre-test
f %
ADHD Inattentive Type 1.78 - -
ADHD Hyperactive/
Impulsive Type
1.44 3 10.00
ADHD
Combined Type
1.67 27 90.00
Table 3 shows that 10%of the children were classified
as ADHD hyperactive/impulsive and the remaining
90% as ADHD combined.
Table 4: Pre-test and post-test SNAP IV teacher scores (n=30)
Teacher scores Range Mean SD
Pre-test 3- 2 2.186 0.3014
Post-test 1.33-0.38 0.915 0.2847
Table 4 shows that the post-test mean SNAP IV
teacher score (0.915 ± 0.2847) was lower than the pre-
test mean SNAP IV teacher score (2.1860.3014±). This
difference between the pre-test mean scores and the
post-test mean score is significant.
4. 22 Manipal Journal of Nursing and Health Sciences • January 2015 (Volume 1, Issue 1)
Significance of difference between the pre-test and
post-test ADHD scores of teachers
To find the true difference between means of pre-test
and post-test ADHD scores, ‘t’ value is calculated. To
test the level of significance at 0.05, null hypothesis
was stated as:
H01: There is no significant difference in post-test
ADHD assessment score by parents and teachers
in comparison to pre-test, after the DMT to primary
school children. The data is shown in Table 5.
Table 5: Mean, standard deviation, standard error and ‘t’ value
of pre-test and post-test ADHD score according to teachers
(n=30)
Scores Mean SD SE t-test
Pre-test 2.186 0.3014
0.0756 16.812
Post-test 0.915 0.2847
t(29)= 2.05 p<0.05
Table 5 shows that the post-test score is lower
than pre-test score. The ‘t’ value was found to be
significant; (t29) = 16.812. This indicates that DMT is
effective in terms of reducing the ADHD scores.
Table 6: Range, Mean and Standard deviation of pre-test and
post-test SNAP IV parent scores (n=30)
Parent scores Range Mean SD
Pre-test 2.6- 1.67 2.187 0.237
Post-test 2.0-0.38 1.06 0.313
The data presented in Table 6 shows that the post-
test mean SNAP IV parent score (1.06 ± 0.313) was
lower than the pre-test mean score (2.187± 0.237).
To find the true difference between means of pre-test
and post-test ADHD scores of parents, ‘t’ value is
calculated and presented in Table 7.
Table 7: Mean, standard deviation, standard error and ‘t’ value
of pre-test and post-test ADHD score of parents (n=30)
Scores Mean SD SE t-test
Pre-test 2.187 0.237
0.0716 15.74
Post-test 1.06 0.313
t(29)= 2.05 p<0.05
Table7showsthatthepost-testscoreislowerthanpre-
test score. The ‘t’ value was found to be significant;
t(29) = 15.74. Hence, the null hypothesis was rejected
and concluded that there is significant difference in
pre-test and post-test scores. This indicates that the
DMT is effective in terms of reducing the ADHD
scores.
Table 8: Comparison of pre-test and post-test scores in terms of
level of ADHD scores according to teachers (n=30)
Types
Teacher 5%
cut- off
scores
Pre-test Post- test
f % f %
ADHD Inattentive
Type
2.56 0 0 0 0
ADHD Hyperactive/
Impulsive Type
1.78 22 73.33 0 0
ADHD
Combined Type
2.00 8 26.67 0 0
Table 8 shows that the ADHD types according to
school teachers decreased in post-test, in comparison
to pre-test. This indicates that DMT was effective in
terms of reducing the ADHD scores.
Table 9: Comparison of pre-test and post-test scores in terms of
level of ADHD scores according to the parents (n=30)
Types
Parent 5%
cut- off
scores
Pre-test Post-test
f % f %
ADHD Inattentive
Type
1.78 0 0 0 0
ADHD Hyperactive/
Impulsive Type
1.44 3 10 6 20
ADHD
Combined Type
1.67 27 90 1 3.33
Table 9 shows that the ADHD types according to
parents decreased comparatively in post-test, in
comparison to pre-test. This indicates that DMT was
effective in terms of reducing the ADHD scores.
Description of opinionnaire of the parents on DMT
All parents agreed that their children were actively
and happily participating in the dance therapy and
they would like to send their children again for
the therapy. All parents agreed strongly that their
children gained confidence. Parents also expressed
that they were ready to recommend this therapy to
their relatives and friends. Among the parents, 80%
strongly agreed that their child started to perform
daily activities on their own, developed patience in
which he / she waited for his/ her turn in a line and
had improved social relationship with peer group
members. Sixty per cent of the parents strongly
agreed that the child has improved in communication
skills and the time provided for dance therapy
5. 23Manipal Journal of Nursing and Health Sciences • January 2015 (Volume 1, Issue 1)
was adequate while 40% of parents were unable to
decide whether time provided for dance therapy was
adequate or not.
DISCUSSION
The study reveals that there was significant
reduction in the post-test scores of children with
ADHD, indicating that there was an improvement in
the ADHD assessment scores done by the teachers
and parents for children, who were exposed to DMT.
Based on the findings it is safe to conclude that DMT
is highly effective as a therapy to treat children with
ADHD. Based on post-test assessment of teachers
no subject was categorised as having ADHD.
However based on parents’ assessment it is found
that seven children (out of 30) were found to be
having symptoms of ADHD. It was found from this
study that DMT is effective in children with ADHD.
Further, based on the study ADHD is found to be
prevalent among school going children, which can
be treated with intervention like DMT.
ADHD is a commonly occurring behavioural
disorder among children. Incorporating various
interventional therapies will help in promotion of
health in terms of meeting the physical needs of
the child and also in the overall mental and social
development of the child.
Further research is needed to uncover common
attributes in children; common causes of ADHD;
and how families manage the disorder. A need for
extensive research regarding the management of
ADHD in children is needed. Research should be
done in every step of assessment of children with
ADHD using different interventional therapies. The
present study is a small step towards understanding
the effect of different interventional therapies. The
study findings are restricted to the samples included
in the study only. The sample size was small, hence
difficult to generalize the finding of the study.
CONCLUSION
ADHD is a common behavioural disorder in children
that requires multidimensional therapy. DMT is
highly effective as a complementary therapy to treat
children with ADHD.
Sources of support: None
Conflict of interest: None declared
Source of support in form of grants: None
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