December 27, 2021
According to Dexing Zhang et al., writing in the British Medical Bulletin, "Mindfulness is a moment-by-moment awareness of thoughts, feelings, bodily sensations, and surrounding environment. ... These practices can be formal (e.g. breathing, sitting, walking, body scan) or informal (e.g. mindfulness in everyday life).... Mindfulness is rooted in Buddhist traditions. However, it has become popular in recent years among various secular populations in healthcare, educational, and workplace settings: from pre-schoolchildren to older adults across the world." The two most widely adopted mindfulness-based interventions (MBIs) are mindfulness-based stress reduction and mindfulness-based cognitive therapy (Zhang, 2021).
An Italian research team recently conducted a comprehensive search of the peer-reviewed literature to identify studies exploring the efficacy of mindfulness-based treatments for ADHD. It found 31 studies that qualified for review, ten of which met the criteria for meta-analysis, with a total of 596 participants.
A meta-analysis of seven studies with a combined total of 489 participants found MBIs reduced ADHD symptoms with medium effect size and no sign of publication bias. When split into subgroups with and without active controls - in this case, psychoeducation and skills training groups -the outcomes diverged. In the three studies with non-active controls (187 participants), there was a large reduction in ADHD symptoms. In the four with active controls (302 participants), there was no significant difference.
A meta-analysis of ten studies with 596 participants found MBIs reduced inattention symptoms, with a medium-sized effect. Pooling the five studies without active controls (261 participants) produced a very large reduction in inattention symptoms. Once again, in the five studies with active controls (335 participants), there was no significant difference.
After adjusting for publication bias, a third meta-analysis of nine studies with 563 participants found no significant effect of MBIs hyperactivity symptoms. However, when limited to the five studies with-active controls (261 participants), it found a large reduction in hyperactivity symptoms.
After adjusting for publication bias, the fourth meta-analysis of four studies with a combined 243 participants found no significant improvement in executive function.
After adjusting for publication bias, a fifth meta-analysis combining six studies with 449 participants reported a moderate improvement in mindfulness skills. There was no significant improvement when looking only at the three studies with active controls (262 participants).
The team concluded that MBIs seemed to be effective in treating ADHD, but no more so than psychoeducation and skills training groups.
Yet they cautioned that the use of a waiting list for non-active controls muddies that conclusion: "It could be suggested that any intervention seems to have a significantly higher effect than WL [waiting list]in improving ADHD symptoms." This is a known hazard of using waiting lists as control groups (Cunningham, 2013).
Noting "the low general methodological quality," they stated, "From a clinical standpoint, according to the poor available evidence, we cannot conclude that MBIs are superior to other active [psychological] interventions in ameliorating all the considered outcomes, suggesting a role complementation and not as a replacement of the psychoeducation in the management of patients with ADHD, consistently with some guidelines' recommendations."
Francesco Oliva, Francesca Malandrone, Giulia di Girolamo, Santina Mirabella, Nicoletta Colombi, Sara Carletto, Luca Ostacoli, "The efficacy of mindfulness-based interventions in attention-deficit/hyperactivity disorder beyond core symptoms: A systematic review, meta-analysis, and meta-regression," Journal of Affective Disorders(2021), vol. 292,475-486, published online,https://doi.org/10.1016/j.jad.2021.05.068.
Dexing Zhang, Eric K P Lee, Eva C W Mak, C Y Ho, and Samuel S Wong, "Mindfulness-based interventions: an overall review," BritishMedical Bulletin (2021), vol. 138, issue 1, 41-57, published online, https://doi.org/10.1093/bmb/ldab005.
John A Cunningham, KyprosKypri, and Jim McCambridge, "Exploratory randomized controlled trial evaluating the impact of a waiting list control design," BMC Medical Research Methodology (2013), vol. 13, article 150, published online, https://doi.org/10.1186/1471-2288-13-150.
.png)
Previous studies have examined how stimulant medications affect the brain in controlled settings, but less is known about their impact in real-world conditions, where children may not always take their medication consistently or may combine it with other treatments. A new study leverages data from the Adolescent Brain Cognitive Development (ABCD) study to explore how real-world stimulant use impacts brain connectivity and ADHD symptoms over two years.
Changes in Brain Connectivity Researchers used brain imaging data from the ABCD study to examine the functional connectivity—communication between brain areas—of six regions within the striatum, a brain area involved in motivation and movement control. They focused on how stimulant use influenced connectivity between the striatum and other networks involved in executive functioning and visual-motor control.
The study found that stimulant exposure was linked to reduced connectivity between key striatal areas (such as the caudate and putamen) and large brain networks, including the frontoparietal and visual networks. These changes were more pronounced in children taking stimulants compared to those who were not medicated, as well as compared to typically developing children. Importantly, this reduction in connectivity seemed to regulate certain brain networks that are typically altered in children with ADHD.
Symptom Improvement In addition to brain changes, 14% of children taking stimulants experienced a significant reduction in ADHD symptoms over the two-year period. These children showed the strongest connectivity reductions between the right putamen and the visual network, suggesting that stimulant-induced connectivity changes may contribute to improvements in visual attentional control, which is a common challenge for children with ADHD.
Why This Matters This study is one of the first to examine how stimulant use in real-world conditions affects brain networks in children with ADHD over time. The findings suggest that stimulants may help normalize certain connectivity patterns associated with ADHD, particularly in networks related to attention and control. These insights could help clinicians better understand the potential long-term effects of stimulant treatment and guide personalized approaches to ADHD management.
Conclusion Stimulant medications appear to alter striatal-cortical connectivity in children with ADHD, with some changes linked to symptom improvement. This research highlights the potential for stimulant medications to impact brain networks in ways that support attention and control, highlighting the importance of understanding how real-world medication use influences ADHD treatment outcomes.
The Neuroeconomic Perspective
Neuroeconomics combines neuroscience, psychology, and economics to understand how people make decisions. Neuroeconomic studies suggest that brain regions responsible for evaluating risk and reward, including the prefrontal cortex and dopamine pathways, function differently in individuals with ADHD. These insights are crucial for developing more tailored interventions. For example, understanding how ADHD affects reward processing might inform strategies that help individuals resist impulsive choices or increase motivation for delayed rewards.
Understanding Decision-Making in ADHD
We know that decision-making is a sophisticated process involving various cognitive procedures. It’s not just about choosing between options but also about how to weigh risks, rewards, and potential future outcomes; Attention, motivation, and cognitive control are core to this process. For individuals with ADHD, however, this neural framework is affected by impairments in attention and impulse control, often resulting in “delay discounting”—the tendency to prefer smaller, immediate rewards over larger, delayed ones.
This propensity for impulsive decisions is more than a personal challenge; it has broader societal and economic implications. Previous studies have shown that these tendencies in ADHD can lead to issues in academics, work, finances, and personal relationships, emphasizing the need for targeted support and interventions.
Implications and Future Directions
This review highlights a need for continued research to bridge the gaps in understanding how ADHD-specific cognitive deficits influence decision-making. Viewing ADHD through a neuroeconomic lens clarifies how cognitive and neural differences affect decision-making, often leading to impulsive choices with economic and social impacts. This perspective opens doors to more effective interventions, improving decision-making for individuals with ADHD. Future policies informed by this approach could enhance support and reduce associated societal costs.
Children with ADHD face significant challenges in academic and social settings, often including difficult interactions with teachers. This meta-analysis investigates the quality of student-teacher relationships for children with ADHD, focusing on two key dimensions: closeness and conflict. By synthesizing data from 27 studies encompassing 17,236 participants, the study aims to provide a comprehensive understanding of these dynamics and inform interventions to support both students and teachers.
A systematic review was conducted using databases such as PsycInfo, ERIC, and ProQuest. Researchers identified 47 effect sizes from 27 studies, examining the association between ADHD symptoms and the quality of student-teacher relationships. Relationship quality was assessed through two primary dimensions:
Eight moderator analyses were also performed to explore how factors like grade level, gender, ADHD presentation, and comorbid conditions influenced these relationships.
The findings reveal that children with ADHD symptoms typically experience relationships with teachers characterized by lower levels of closeness and higher levels of conflict. Notably, externalizing behaviors such as hyperactivity and impulsivity are more strongly associated with conflict than inattentive symptoms. Moderator analyses showed that factors like gender, ADHD presentation, and age influence the severity of these relationship dynamics. For instance, younger children and those with hyperactive-impulsive presentations tend to have higher conflict levels with teachers.
Additionally, the research emphasizes the reciprocal nature of these relationships: ADHD symptoms may exacerbate teacher frustration, while negative teacher-student interactions can intensify student behavioral challenges.
Conclusion
This meta-analysis highlights the critical role of student-teacher relationships in the development of children with ADHD. The findings underline the need for targeted interventions that foster positive teacher-student interactions and reduce conflict. Addressing these relationship dynamics could enhance academic performance, social integration, and emotional well-being for children with ADHD. Future research should explore the causal pathways between ADHD symptoms and relationship quality to better inform educational strategies and support systems.
_logo%201.svg)
