Mehta Sagar, Shah Devesh, Shah Kushal, Mehta Sanjiv, Mehta Neelam, Mehta Vivek, Mehta Vijay, Mehta Vaishali, Motiwala Smita, Mehta Naina, Mehta Devendra
Trinity College of Arts and Sciences, Duke University, Durham, NC 27708, USA.
ISRN Pediatr. 2012;2012:419168. doi: 10.5402/2012/419168. Epub 2012 Dec 20.
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.
目的是评估一项为期一年、由印度一所学校的学生志愿者维持的、包含瑜伽、冥想和游戏治疗的同伴介导干预项目的效果。研究对象为69名年龄在6至11岁之间、先前被诊断患有注意力缺陷多动障碍（ADHD）的学生。一个名为“向上攀登”的项目最初每周在学校开展两次。随后，当地高中生志愿者接受培训，在一年时间里每周继续实施该项目。使用家长和教师填写的范德比尔特问卷评估ADHD症状和学业成绩的改善情况。教师评估的ADHD学生的表现损害分数提高了6周，并在46名（85%）登记学生中持续了12个月。家长评估的范德比尔特分数的改善在92%的学生中也可见（P < 0.0001，威尔科克森检验）。“向上攀登”项目使学生的学校表现有了显著改善，并持续了一整年。这些结果表明，一个具有成本效益、可在任何学校轻松实施的项目具有前景。
