The Differential Impact of Acute Exercise and Mindfulness Meditation on Executive Functioning and Psycho-Emotional Well-Being in Children and Youth With ADHD

Bigelow, Hannah; Gottlieb, Marcus D.; Ogrodnik, Michelle; Graham, Jeffrey D.; Fenesi, Barbara

doi:10.3389/fpsyg.2021.660845

Cited by 28 publications

(23 citation statements)

References 72 publications

(148 reference statements)

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“…To reveal any differences in changes between the mindfulness with EEG-feedback and the control group on cognitive tests and resting-state brain activity, repeated measures ANOVA tests were performed. Repeated measures ANOVAs were used in several previous studies investigating the efficacy of interventions with relatively small sample sizes [ 71 , 72 ]. The measurement points (two levels: pre-test and post-test) were used as a within-subject factor, while the conditions (two levels: experimental and control) were used as a between-subject factor.…”

Section: Methodsmentioning

confidence: 99%

Mindfulness Practice with a Brain-Sensing Device Improved Cognitive Functioning of Elementary School Children: An Exploratory Pilot Study

2022

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This is the first pilot study with children that has assessed the effects of a brain–computer interface-assisted mindfulness program on neural mechanisms and associated cognitive performance. The participants were 31 children aged 9–10 years who were randomly assigned to either an eight-session mindfulness training with EEG-feedback or a passive control group. Mindfulness-related brain activity was measured during the training, while cognitive tests and resting-state brain activity were measured pre- and post-test. The within-group measurement of calm/focused brain states and mind-wandering revealed a significant linear change. Significant positive changes were detected in children’s inhibition, information processing, and resting-state brain activity (alpha, theta) compared to the control group. Elevated baseline alpha activity was associated with less reactivity in reaction time on a cognitive test. Our exploratory findings show some preliminary support for a potential executive function-enhancing effect of mindfulness supplemented with EEG-feedback, which may have some important implications for children’s self-regulated learning and academic achievement.

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Section: Methodsmentioning

confidence: 99%

Mindfulness Practice with a Brain-Sensing Device Improved Cognitive Functioning of Elementary School Children: An Exploratory Pilot Study

2022

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“…A qualitative study from Bigelow et al studied the effects of mindfulness meditation and exercise on executive functions and emotional well-being in children diagnosed with ADHD [ 10 ]. Included were 16 children between 10 and 14 years.…”

Section: Reviewmentioning

confidence: 99%

A Systematic Review of Yoga and Meditation for Attention-Deficit/Hyperactivity Disorder in Children

Gonzalez¹,

Sakhamuri²,

Athiyaman³

et al. 2023

Cureus

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With attention-deficit/hyperactivity disorder (ADHD) being a prevalent disorder in childhood, it is essential to acknowledge the different adverse effects the disorder can have on the quality of life in children. Therefore, this systematic review focuses mainly on children. Medical therapy, especially stimulants, can have many side effects. Our systematic review aims to evaluate the potential of other non-medical treatment options for ADHD, such as yoga or meditation. We used PubMed and Google Scholar as databases for this systematic review. Using different combinations of medical subheadings (MeSH) and key terms, followed by the application of several inclusion/exclusion criteria and filters to narrow down our search. From an initial 51,675 articles, we selected 10 papers that passed our screening process and quality check to analyze in depth. Yoga and meditation positively affect various symptoms in children with ADHD, including attention, hyperactivity, and impulsive behavior. If done in family group sessions, it also benefited the parents and family dynamics, suggesting a potential option for family therapy. Furthermore, other psychological symptoms, such as anxiety or low self-esteem, appeared to be positively impacted by these interventions. Although yoga and meditation positively influenced children with ADHD, a more in-depth research is necessary with a more significant number of participants and over a more extended period of time. The results of the included studies suggest a substantial benefit. Nonetheless, as the number of studies is limited, at present yoga and meditation could be beneficial as supplemental therapy rather than being used alone as a therapy for ADHD.

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“…Meta-analyses point to a general enhancement of well-being (Waters et al, 2015;Zoogman et al, 2015;Klingbeil et al, 2017;Theurel et al, 2018;Wilson et al, 2021). It should also be noted that mindfulness is an inclusive practice shown to improve psycho-emotional well-being, behaviors and executive functions of children with attention deficit hyperactivity disorder (Black et al, 2009;Bigelow et al, 2021;Oliva et al, 2021), as children with ADHD may experience excessive spontaneous mind wandering (Bozhilova et al, 2018) but also hyperfocus (which can be understood as flow) at school, during screen time and during hobbies (Hupfeld et al, 2019). Given the capacity of attentional states of consciousness to develop nearly all psychosocial skills and increase all kinds of scholastic knowledge, this new educational path must be seriously considered.…”

Section: Why a State Of Consciousness-based Creative Education Should...mentioning

confidence: 99%

Educating Through Attentional States of Consciousness, an Effective Way to Develop Creative Potential?

Kevin

Hagège

2022

Front. Educ.

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Researchers have recently turned their focus to a specific area: the links between altered states of consciousness and creativity. A spectrum of attentional states of consciousness exists, from hypnagogia and mind wandering to mindfulness and flow. These attentional states of consciousness are present during a variety of activities (e.g., sports, music, painting, writing, video games, theater, and meditation) as well as in situations characterized by boredom. They are also present in many professional fields and practices (e.g., education and teaching). Moreover, researchers and educators focus sometimes on only one state of consciousness (such as mind wandering) or only on attention, and do not question relationships with others (such as mindfulness or flow) or the links with intention, the different levels of consciousness involved and the changes in perception of time, self and space. Additionally, as we know that a state of consciousness rarely occurs alone or that it can have two forms (such as spontaneous and deliberate mind wandering), we propose a global approach allowing to grasp the stakes and perspectives of what we call attentional states of consciousness. Thus, to our knowledge, this is the first theoretical review highlighting the historical, empirical, theorical and conceptual relationships between creativity, attention, mind wandering, mindfulness and flow by offering concrete and empirical avenues and bases for reflection about educating for creativity and developing creative potential.

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The Differential Impact of Acute Exercise and Mindfulness Meditation on Executive Functioning and Psycho-Emotional Well-Being in Children and Youth With ADHD

Cited by 28 publications

References 72 publications

Mindfulness Practice with a Brain-Sensing Device Improved Cognitive Functioning of Elementary School Children: An Exploratory Pilot Study

Mindfulness Practice with a Brain-Sensing Device Improved Cognitive Functioning of Elementary School Children: An Exploratory Pilot Study

A Systematic Review of Yoga and Meditation for Attention-Deficit/Hyperactivity Disorder in Children

Educating Through Attentional States of Consciousness, an Effective Way to Develop Creative Potential?

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