Limits...
Peer-mediated multimodal intervention program for the treatment of children with ADHD in India: one-year followup.

Mehta S, Shah D, Shah K, Mehta S, Mehta N, Mehta V, Mehta V, Mehta V, Motiwala S, Mehta N, Mehta D - ISRN Pediatr (2012)

Bottom Line: Local high school student volunteers were then trained to continue to implement the program weekly over the period of one year.The Climb-Up program resulted in remarkable improvements in the students' school performances that were sustained throughout the year.These results show promise for a cost-effective program that could easily be implemented in any school.

View Article: PubMed Central - PubMed

Affiliation: Trinity College of Arts and Sciences, Duke University, Durham, NC 27708, USA.

ABSTRACT
The objective was to assess the efficacy of a one-year, peer-mediated interventional program consisting of yoga, meditation and play therapy maintained by student volunteers in a school in India. The population consisted of 69 students between the ages of 6 and 11 years, previously identified as having attention deficit hyperactivity disorder (ADHD). A program, known as Climb-Up, was initially embedded in the school twice weekly. Local high school student volunteers were then trained to continue to implement the program weekly over the period of one year. Improvements in ADHD symptoms and academic performance were assessed using Vanderbilt questionnaires completed by both parents and teachers. The performance impairment scores for ADHD students assessed by teachers improved by 6 weeks and were sustained through 12 months in 46 (85%) of the enrolled students. The improvements in their Vanderbilt scores assessed by parents were also seen in 92% (P < 0.0001, Wilcoxon). The Climb-Up program resulted in remarkable improvements in the students' school performances that were sustained throughout the year. These results show promise for a cost-effective program that could easily be implemented in any school.

No MeSH data available.


Related in: MedlinePlus

Teacher raw Vanderbilt scores for children in Climb-Up program (N = 55). The figure shows the teachers' raw Vanderbilt median scores for children with ADHD during the baseline (May 2007), 6-week (July 2007), and 1-year (July 2008) followup. The bar indicates the 25% to 75% quartiles for each data. The difference between the baseline value (May 2007) and both of the followup assessments is significant at P < 0.0001. The difference between July 2007 and July 2008 is not significant at P = 0.07.
© Copyright Policy - open-access
Related In: Results  -  Collection


getmorefigures.php?uid=PMC3539379&req=5

fig2: Teacher raw Vanderbilt scores for children in Climb-Up program (N = 55). The figure shows the teachers' raw Vanderbilt median scores for children with ADHD during the baseline (May 2007), 6-week (July 2007), and 1-year (July 2008) followup. The bar indicates the 25% to 75% quartiles for each data. The difference between the baseline value (May 2007) and both of the followup assessments is significant at P < 0.0001. The difference between July 2007 and July 2008 is not significant at P = 0.07.

Mentions: The teachers' follow-up Vanderbilt raw score assessments were completed after 6 weeks in July 2007 and after a year in July 2008. The same 8 teachers who completed the performance impairment assessments also completed these assessments for each of the children in their classes. Figure 2 shows that the score decreased from the baseline median 13 range 7–21 to median 4 range 1–9 at 6 weeks (P < 0.0001 Wilcoxon signed rank test). Though there was further improvement between July 2007 and July 2008, to median 0.5 range 0–14, this was not statistically significant (P = 0.07 Wilcoxon signed rank test).


Peer-mediated multimodal intervention program for the treatment of children with ADHD in India: one-year followup.

Mehta S, Shah D, Shah K, Mehta S, Mehta N, Mehta V, Mehta V, Mehta V, Motiwala S, Mehta N, Mehta D - ISRN Pediatr (2012)

Teacher raw Vanderbilt scores for children in Climb-Up program (N = 55). The figure shows the teachers' raw Vanderbilt median scores for children with ADHD during the baseline (May 2007), 6-week (July 2007), and 1-year (July 2008) followup. The bar indicates the 25% to 75% quartiles for each data. The difference between the baseline value (May 2007) and both of the followup assessments is significant at P < 0.0001. The difference between July 2007 and July 2008 is not significant at P = 0.07.
© Copyright Policy - open-access
Related In: Results  -  Collection

Show All Figures
getmorefigures.php?uid=PMC3539379&req=5

fig2: Teacher raw Vanderbilt scores for children in Climb-Up program (N = 55). The figure shows the teachers' raw Vanderbilt median scores for children with ADHD during the baseline (May 2007), 6-week (July 2007), and 1-year (July 2008) followup. The bar indicates the 25% to 75% quartiles for each data. The difference between the baseline value (May 2007) and both of the followup assessments is significant at P < 0.0001. The difference between July 2007 and July 2008 is not significant at P = 0.07.
Mentions: The teachers' follow-up Vanderbilt raw score assessments were completed after 6 weeks in July 2007 and after a year in July 2008. The same 8 teachers who completed the performance impairment assessments also completed these assessments for each of the children in their classes. Figure 2 shows that the score decreased from the baseline median 13 range 7–21 to median 4 range 1–9 at 6 weeks (P < 0.0001 Wilcoxon signed rank test). Though there was further improvement between July 2007 and July 2008, to median 0.5 range 0–14, this was not statistically significant (P = 0.07 Wilcoxon signed rank test).

Bottom Line: Local high school student volunteers were then trained to continue to implement the program weekly over the period of one year.The Climb-Up program resulted in remarkable improvements in the students' school performances that were sustained throughout the year.These results show promise for a cost-effective program that could easily be implemented in any school.

View Article: PubMed Central - PubMed

Affiliation: Trinity College of Arts and Sciences, Duke University, Durham, NC 27708, USA.

ABSTRACT
The objective was to assess the efficacy of a one-year, peer-mediated interventional program consisting of yoga, meditation and play therapy maintained by student volunteers in a school in India. The population consisted of 69 students between the ages of 6 and 11 years, previously identified as having attention deficit hyperactivity disorder (ADHD). A program, known as Climb-Up, was initially embedded in the school twice weekly. Local high school student volunteers were then trained to continue to implement the program weekly over the period of one year. Improvements in ADHD symptoms and academic performance were assessed using Vanderbilt questionnaires completed by both parents and teachers. The performance impairment scores for ADHD students assessed by teachers improved by 6 weeks and were sustained through 12 months in 46 (85%) of the enrolled students. The improvements in their Vanderbilt scores assessed by parents were also seen in 92% (P < 0.0001, Wilcoxon). The Climb-Up program resulted in remarkable improvements in the students' school performances that were sustained throughout the year. These results show promise for a cost-effective program that could easily be implemented in any school.

No MeSH data available.


Related in: MedlinePlus