Effect Mindfulness Training on Attention, Hyperactivity and Emotion Regulation Among Children With ADHD:

Study Overview
=================
Brief Summary
-----------------
Mindfulness training is a promising form of training for children with ADHD, as it focuses on attention and has gained empirical support as a complementary or alternative intervention. It involves increasing awareness and nonjudgmental observation of present-moment experiences while reducing automatic responding

Detailed Description
-----------------
training to sustain focus on present-moment experiences and gently shifting attention back to the meditation object when the mind drifts (Bishop, et al., 2004). Mindfulness meditation is a relatively new approach for reducing stress and emotion regulation difficulties among children. While researching the efficacy of mindfulness training in children is a new domain, existing evidence suggests that it has positive effects on psychological well-being, pain management, emotion dysregulation, negative behaviors, and cognitive/executive functions and attention (Evans et al., 2018; Zhang, Díaz-Román, & Cortese,2018). Nurses have an important role in caring for children with ADHD, particularly in the context of mindfulness-based interventions. They can provide education and support to both parents and children regarding the benefits of mindfulness practice and can help implement mindfulness programs in clinical and community settings.

Official Title
-----------------
Effect Mindfulness Based Training on Attention, Hyperactivity and Emotion Regulation Among Children With ADHD: A Randomized Controlled Trails

Conditions
-----------------
A

Intervention / Treatment
-----------------
* Behavioral: mindfulness training


Participation Criteria
=================
Eligibility Criteria
-----------------
Inclusion Criteria: age from 10-18 years old diagnosed with ADHD Exclusion Criteria: age less than 10

Ages Eligible for Study
-----------------
Minimum Age: 10 Years
Maximum Age: 18 Years

Sexes Eligible for Study
-----------------
All

Accepts Healthy Volunteers
-----------------
No

Study Plan
=================
How is the study designed?
-----------------

Design Details

Primary Purpose: Supportive Care
Allocation: Randomized
Intervention Model: Parallel Assignment
Interventional Model Description: Effect Mindfulness Based Training on Attention
Masking: Single


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: study group<br>ADHD child who exposed to mindfulness training | Behavioral: mindfulness training<br>* it focuses on attention and has gained empirical support as a complementary or alternative intervention<br>|
| No Intervention: control group<br>ADHD child take only pharmocological intervention | |

What is the study measuring?
-----------------
Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| study group | ADHD child who exposed to mindfulness training exhibit higher attention and less hyperactivity than whom not exposed (Vanderbit Assessment scale) | three months | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| study group | ADHD child who exposed to mindfulness training exhibit higher emotion regulationthan whom not exposed (emotional regulation inventory) | 3 monthes | 

 Terms related to the study
=================
Keywords Provided by Centre Hospitalier Valida
-----------------
Mindfulness, ADHD