Children with attention deficit hyperactivity disorder (ADHD) have persistent issues with sustained attention, impulsivity and hyperactivity. These symptoms have an impact in all aspects of the child’s life, such as academically, behaviorally, and socially in school and at home. The environments that the child experiences these symptoms are non-discriminative and the child can experience these symptoms at any point. There are many different treatments and interventions to help children manage their symptoms, ranging from pharmaceutical interventions, parental training, and psychological interventions, such as mindfulness therapy.
The goal of these interventions is to reduce symptoms in order for the child to better sustain attention, reduce impulsivity, and hyperactivity so that the child is able to focus on tasks while in the school and home environments. This research paper will examine the use of mindfulness training as an intervention for children in middle childhood.
In order to fully understand how mindfulness-based intervention can help children in middle childhood, ages 6-12, an article that explores executive function and its neurobiological mechanisms as they relate to mindfulness-based intervention was reviewed. A person’s ability to regulate their thoughts, actions, emotions, and instincts is a key element of executive function (EF) (Tang et al., 2012). According to Tang et al. (2012), “EF thus comprises a broad category of discrete but interrelated cognitive processes, including attentional control, attention shifting, cognitive flexibility, self-monitoring, planning, inhibitory control of prepotent responses, and working memory”. As such, the neuropsychological aspect of ADHD is asso...
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...se of medication is certainly worthwhile as a form of intervention. By increasing the level of EF a student is better able to maintain attention and focus without behavioral outbursts in the form of hyperactivity, as there reactivity responses are improved.
As noted by Formsma et al. (2012), there are still are strategies that need to be developed in order to better maintain the positive effects of over a longer period of time. There is also a need for more empirical evidence of the effectiveness of the mindfulness-based interventions; however the studies and articles researched for this paper are very promising in the effects these interventions have on executive functioning. The increase in executive functioning has very positive results for students in the school setting, as the neuropsychological level allows the student to better complete and focus on tasks.
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- Introduction Children with attention deficit hyperactivity disorder (ADHD) have persistent issues with sustained attention, impulsivity and hyperactivity. These symptoms have an impact in all aspects of the child’s life, such as academically, behaviorally, and socially in school and at home. The environments that the child experiences these symptoms are non-discriminative and the child can experience these symptoms at any point. There are many different treatments and interventions to help children manage their symptoms, ranging from pharmaceutical interventions, parental training, and psychological interventions, such as mindfulness therapy.... [tags: Attention-deficit hyperactivity disorder]
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