Peer-Mediated Multimodal Intervention Program for the Treatment of Children with ADHD in India: One-Year Followup

Sagar Mehta,Kushal Shah,Vijay Mehta,Vivek Mehta,Devesh Shah,Sanjiv Mehta,Smita Motiwala,Devendra Mehta,Naina Mehta,Vaishali Mehta,Neelam Mehta

doi:10.5402/2012/419168

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.

Highlights

Attention deficit hyperactivity disorder (ADHD) is one of the most common disorders of childhood, affecting 5.3% to 20% of the children worldwide [1, 2]
The condition leads to poor academic performance at school and problems with behavior at home and school
The study population studied consisted of children in 2nd to 5th grades identified as having ADHD, attending a school in Najibabad, a small town 400 kilometers north of Delhi

Summary

Introduction

Attention deficit hyperactivity disorder (ADHD) is one of the most common disorders of childhood, affecting 5.3% to 20% of the children worldwide [1, 2]. Other studies in India based on hospital or outpatient clinic populations, with referral bias, suggest prevalence of 5.2% to 29.5% [4,5,6]. The condition leads to poor academic performance at school and problems with behavior at home and school Children with this disorder often have comorbid conditions such as oppositional defiant disorder and learning disabilities, which all adversely impact the family and community. As they reach adolescence, these children are at greater risk of drug and alcohol abuse and other issues such as increased rate of motor vehicle accidents, adding a substantial cost burden to the society. These children suffer from problems with family and peer relationships that continue into adulthood and prevent the individual from achieving their maximum potential [7]

Methods

Results

Conclusion