Florida International University, Center for Children and Families, Miami, FL, USA.
Florida International University, Department of Psychology, Miami, FL, USA.
Res Child Adolesc Psychopathol. 2022 Dec;50(12):1573-1588. doi: 10.1007/s10802-022-00947-9. Epub 2022 Jul 8.
Attention-deficit/hyperactivity disorder (ADHD) is a chronic neurodevelopmental disorder defined by pervasive symptoms of inattention, hyperactivity, and impulsivity. Furthermore, children with ADHD show marked deficits in executive functioning (EF) such as attention, effortful control, and behavior, and are more likely to have poor self-regulatory skills. Current evidence-based interventions for children with ADHD include behavioral treatment (BT), psychopharmacological treatment, and their combination. Many other interventions are often used conjunction with or in lieu of evidence-based treatments for ADHD. One such example is the use of mindfulness-based interventions which have been shown to improve attention, reduce maladaptive behaviors, and increase self-regulatory abilities among children in general education settings. The current study is the first to evaluate the effect of mindfulness intervention in combination with BT on behavior, task-based executive functioning (EF), and mindful awareness in elementary-aged children with ADHD (N = 58). The study took place in a controlled analogue summer program setting (STP) in which children were randomized to receive either the mindfulness intervention in conjunction with BT or to a BT active control condition. Children completed a variety of EF cognitive tasks at baseline and post-treatment. Child behavioral responses were measured as teacher and staff-recorded frequencies of observed behavior. In addition, parent-reported and child self-reported measures on mindful awareness were collected. Overall, there were no beneficial incremental effects of mindfulness when used in combination with intensive BT with regard to observed child behavior, attention and inhibitory control, or mindful awareness.
注意缺陷多动障碍（ADHD）是一种慢性神经发育障碍，其特征为普遍存在注意力不集中、多动和冲动等症状。此外，患有 ADHD 的儿童在执行功能（EF）方面表现出明显的缺陷，例如注意力、努力控制和行为，并且更有可能自我调节能力较差。目前针对 ADHD 儿童的循证干预措施包括行为治疗（BT）、精神药理学治疗及其组合。许多其他干预措施通常与循证治疗结合使用或替代 ADHD 的循证治疗。例如，正念干预已经被证明可以提高注意力、减少适应不良行为并提高普通教育环境中儿童的自我调节能力。目前的研究是第一个评估正念干预与 BT 联合对 ADHD 儿童（N=58）的行为、基于任务的执行功能（EF）和正念意识的影响。该研究在受控模拟暑期计划（STP）中进行，在该计划中，儿童被随机分配接受正念干预与 BT 联合治疗或 BT 主动对照治疗。儿童在基线和治疗后完成了各种 EF 认知任务。儿童的行为反应由教师和工作人员记录的观察到的行为频率进行测量。此外，还收集了家长报告和儿童自我报告的正念意识测量结果。总体而言，正念与密集的 BT 联合使用在观察到的儿童行为、注意力和抑制控制或正念意识方面没有有益的附加效果。
