Volume 10 -                   MEJDS (2020) 10: 21 | Back to browse issues page

XML Persian Abstract Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Afi E, Esteki M, Madahi M E, Hasani F. Comparing the Effectiveness of Mindfulness-Based Cognitive Therapy and Neurofeedback on Executive Functions in Children with Attention-Deficit/ Hyperactivity Disorder. MEJDS 2020; 10 :21-21
URL: http://jdisabilstud.org/article-1-1621-en.html
1- Tehran Central Branch, Islamic Azad University
2- Tehran Central Branch Islamic Azad University
3- Shahed University; Tehran Central Branch Islamic Azad University
Abstract:   (2602 Views)
Background & Objectives: Attention–Deficit/Hyperactivity Disorder (ADHD) is a mental disorder marked by an ongoing pattern of inattention and hyperactivity–impulsivity that interferes with functioning or development. Inattention and hyperactivity/impulsivity are the key symptoms of ADHD. ADHD is among the most prevalent childhood psychiatric disorders that could lead to irreversible complications and injuries if not given proper treatment. In terms of the etiology of ADHD, various issues have been discussed based on damage to executive functions. Among the most critical executive functions, working memory and planning ability could be mentioned. Mindfulness–Based Cognitive Therapy (MBCT) is a combination of cognitive–behavioral therapy and mindfulness therapy, and one of the methods of teaching sustained attention. Mindfulness could be defined as directing attention in a specific, purpose–oriented way in the present and without judgment. Neurofeedback (NF) is another non–pharmacological treatment option, which has recently gained significant experimental support concerning the improvement of the symptoms of ADHD. NF attempts to teach the subject a self–regulation strategy by recording the brain's electrical waves and providing feedback. Feedback is usually given to the person through sound or image, which helps to determine if it has made a significant change in their brainwave activity. The present study aimed to compare the effects of MBCT and NF on executive functions (working memory & planning ability) in children with ADHD. 
Methods: This was a quasi–experimental study with a pretest–posttest and a control group design. The population of this study included all children aged 9–12 years, referring to counseling and psychology clinics in Tabriz City, Iran. After observing the inclusion and exclusion criteria of the research and implementing the Child Symptom Inventory–4 (CSI–4), Child Behavior Checklist (CBCL), Integrated Visual and Auditory (IVA) scale, and diagnosis by a child psychologist, 45 ADHD children were selected. The study subjects were randomly divided into three groups, as follows: MBCT, NF, and the controls. All subjects completed the Wechsler Memory Scale, Fourth Edition (WMS–IV), and the Tower of London test before and after conducting the treatment. The reliability of the WMS–IV has been reported from 0.65 to 0.95. The validity of this test was also reported from 0.66 to 0.92 (Abedi, Sadeghi, and Rabiei, 2011). The reliability of the Tower of London test was reported equal to 0.80. The researchers also reported the validity of this test as 0.79 (Lezak, Howieson & Loring, 2004). The members of the MBCT group received treatment in 15 sessions, and those of the NF group received 25 sessions of intervention; however, the control group received no treatment. The collected data were analyzed by SPSS–24 using Multivariate Analysis of Covariance (ANCOVA) and Bonferroni posthoc test.
Results: The obtained data indicated that MBCT and NF affected the executive functions (working memory & planning ability) in children with ADHD. Findings also revealed that MBCT had a more significant effect on executive functions (working memory & planning ability) in the studied children with ADHD in the posttest phase, compared to the NF group (p<0.001).
Conclusion: Considering the effectiveness of MBCT on executive functions (working memory & planning ability) in children with ADHD, this study highlighted the importance of using this method, along with other approaches to reduce the ADHD symptoms.
Full-Text [PDF 557 kb]   (792 Downloads)    
Type of Study: Original Research Article | Subject: Psychology

References
1. Polanczyk G, Rohde LA. Epidemiology of attention deficit/hyperactivity disorder across the life span. Curr Opin Psychiatry. 2007;20(4):386-92. [DOI]
2. American Psychiatric Association. Diagnostic and statistical Manual of Mental Disorders. 5th edition. Washington DC: American Psychiatric Publishing (APA); 2013.
3. Dovis S, van der Oord S, Wiers RW, Prins PJM. Improving executive functioning in children with ADHD: training multiple executive functions within the context of a computer game. A randomized double-blind placebo controlled trial. Plos one. 2015;10(4): e0121651. [DOI]
4. Weyandt LL, Willis WG. Executive functions in school-aged children: Potential efficacy of tasks in discriminative clinical groups. Dev Neuropsychol. 1994; 10(1): 27-38. [DOI]
5. Amani O, Mazaheri MA, Nejati V, Shamsian BS. Effect of cognitive rehabilitation on executive functions in adolescent survivors of leukemia: A randomized and controlled clinical trial. Archives of Rehabilitation. 2017;18(1):73-82. [Persian] [DOI]
6. Barkley RA. Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychol Bull. 1997;121(1):65-94. [DOI]
7. Lezak MD, Howieson DB, Loring DW. Neuropsychological Assessment. Forth edition. New York, USA: Oxford University press; 2004.
8. Durston S, van Belle J, de Zeeuw P. Differentiating front striatal and fronto-cerebellar circuits in attention-deficit/hyperactivity disorder. Biol Psychiatry. 2011;69(12):1178-84. [DOI]
9. Meppelink R, de Bruin EI, Bögels SM. Meditation or medication? Mindfulness training versus medication in the treatment of childhood ADHD: a randomized controlled trial. BMC Psychiatry. 2016;16:267. [DOI]
10. Holzel BK, Lazar SW, Gard T, Schuman-Olivier Z, Vago DR, Ott U. How does mindfulness meditation work? Proposing mechanisms of action from a conceptual and neural perspective. Perspect Psychol Sci. 2011;6(6):537-59. [DOI]
11. Toplak ME, Bucciarelli SM, Jain U, Tannock R. Executive functions: Performance-based measures and the behavior rating inventory of executive function (BRIEF) in adolescents with attention deficit/hyperactivity disorder (ADHD). Child Neuropsychol. 2009;15(1):53-72. [DOI]
12. Tang Y-Y, Hölzel BK, Posner MI. The neuroscience of mindfulness meditation. Nat Rev Neurosci. 2015;16:213-25. [DOI]
13. Flook L, Smalley S, Kitil M J, Galla B M, Kaiser-Greenland S, Locke J, et al. Effects of mindful awareness practices on executive functions in elementary school children. J Appl Sch Psychol. 2010;26(1):70-95. [DOI]
14. Chiesa A, Calati R, Serretti A. Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. Clin Psychol Rev. 2011;31(3):449–64. [DOI]
15. Lawrence JT. Neurofeedback and your brain: A beginner’s manual. Faculty, NYU medical center & brain research lab, New York; 2002.
16. Drechsler R, Straub M, Doehnert M, Heinrich H, Steinhausen H-C, Brandeis D. Controlled evaluation of a neurofeedback training of slow cortical potentials in children with attention-deficit/hyperactivity disorder (ADHD). Behavioral and Brain Functions. 2007;3(35). [DOI]
17. Levesque J, Beauregard M, Mensour B. Effect of neurofeedback training on the neural substrates of selective attention in children with attention-deficit/hyperactivity disorder: A functional magnetic resonance imaging study. Neurosci Lett. 2006;394(3):216–21. [DOI]
18. Escolano C, Navarro- Gil M, Garcia-Campayo J, Minguez J. The effects of a single session of upper alpha neurofeedback for cognitive enhancement: A sham-controlled study. Appl Psychophysiol Biofeedback. 2014;39:227-36. [DOI]
19. Rossiter T. Neurofeedback for AD/HD: A ratio feedback case study and tutorial. J Neurother. 2002;6(3):9-35. [DOI]
20. Sadeghi A, Rabiee M, Abedi M. Validation and reliability of the wechsler intelligence scale for children-IV. Journal of Developmental Psychology. 2011;7(28):377-86. [Persian]
21. Shallice T. Specific impairments of planning. Philos Trans R Soc Lond B Biol Sci. 1982;298(1089):199–209. [DOI]
22. Krikorian R, Bartok J, Gay N. Tower of London procedure: A standard method and developmental data. J Clin Exp Neuropsychol. 1994;16(6):840-50. [DOI]
23. Boghi A, Rasetti R, Avidano F, Manzone C, Orsi L, D'Agata F, et al. The effect of gender on planning: An fMRI study using the Tower of London task. NeuroImage. 2006;33(3):999–1010. [DOI]
24. Soleymani E. Performance comparison of students with and without math learning disorder in tower of London and continuous operation scale. Journal of Learning Disabilities. 2015;4(3):56-73. [Persian]
25. Semple RJ, Lee J, Williams M, Teasdale JD, Segal ZV. Mindfulness-based cognitive therapy for anxious children: a manual for treating childhood anxiety. First edition. New York, USA: New Harbinger Publications, Inc; 2011.
26. Lubar JF. Neurofeedback for the management of attention- deficit/hyperactivity disorders. In: Schwartz MS. Biofeedback: A practitioner’s guide. Second edition. New York, USA: The Guilford Press; 1995, pp: 493-522.
27. Alhambra MA, Fowler TP, Alhambra AA. EEG Biofeedback: A new treatment option for ADD/ADHD. J Neurother. 1995;1(2):39-43. [DOI]
28. Chambers R, Lo BCY, Allen NB. The impact of intensive mindfulness training on attentional control, cognitive style, and affect. Cognit Ther Res. 2008;32:303-22. [DOI]
29. Jha AP, Stanley EA, Kiyonaga A, Wong L, Gelfand L. Examining the protective effects of mindfulness training on working memory and affective experience. Emotion. 2010;10(1):54-64. [DOI]
30. Karahmadi M, Shahrivar Z. Comparative of executive function in Tourette’s syndrome in children with and without ADHD. Journal of Isfahan Medical School. 2006;24(82):61-7. [Persian]
31. Ghorbani M, Najafi M, Rezaei Dehnavi S. Effectiveness of mindfulness based stress reduction on executive function, cognitive flexibility in women with neuroticism trait in Esfahan city. Shenakht Journal of Psychology and Psychiatry. 2018;5(3):22-37. [Persian] [DOI]
32. Awh E, Anllo-Vento L, Hillyard SA. The role of spatial selective attention in working memory for locations: Evidence from event-related potentials. J Cogn Neurosci. 2000;12(5):840-47. [DOI]
33. McCloskey LE. Mindfulness as an intervention for improving academic success among students with executive functioning disorders. Procedia - Social and Behavioral Sciences. 2015;174: 221-6. [DOI]
34. Fox KCR, Nijeboer S, Dixon ML, Floman JL, Ellamil M, Rumak SP, et al. Is meditation associated with altered brain structure? A systematic review and meta-analysis of morphometric neuroimaging in meditation practitioners. Neurosci Biobehav Rev. 2014;43:48–73. [DOI]
35. Vestergaard-Poulsen P, van Beek M, Skewes J, Bjarkam CR, Stubberup M, Bertelsen J, et al. Long-term meditation is associated with increased grey matter density in the brain stem. Neuroreport. 2009;20(2):170–4. [DOI]
36. Moein N, Asadi Gandamani R, Amiri M. The effect of neurofeedback on executive functions in children with attention deficit/hyperactivity disorder. Archives of Rehabilitation. 2018;19(3):220-7. [Persian] [DOI]
37. Ynu SM, Kwack YS. The treatment effect of neurofeedback training on executive function in attention–deficit hyperactivity disorder. Journal of the Korean Academy of Child and Adolescent Psychiatry. 2015;26(1):45-51. [Korean] [DOI]
38. Madani AS, Heidarinasab L, Yaghoobi H, Rostami R. Surveying effectiveness of neuro-feedback in reduction of attention and concentration deficit symptoms in ADHD adults. Clinical Psychology and Personality. 2015;2(11):85-98. [Persian] [Article]
39. Seilsepour M, Hamounpeyma E, Pirkhaefi A. The effect of neurofeedback therapy sessions on female elementary students with attention deficit and hyperactivity in Varamin city, in 2013. Navidno. 2013;18(60):24-33. [Persian] [DOI]
40. Cueli M, Rodríguez C, Cabaleiro P, García T, González-Castro P. Differential efficacy of neurofeedback in children with ADHD presentations. J Clin Med. 2019;8(2):204. [DOI]

Add your comments about this article : Your username or Email:
CAPTCHA

Send email to the article author


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2024 CC BY-NC 4.0 | Middle Eastern Journal of Disability Studies

Designed & Developed by : Yektaweb