Carboni (2012) | Children:4 males | • MBSR | Teacher and parent | • BOSS -On task behavior: increase in the percentage of intervals (between 60-62%) |
Multiple baseline across participants’ design | (M age = 8) Medicated: N= 4 | • 30 to 45 minutes twice per week/ 10 treatment sessions | Measures: | • BRIEF (teachers): Improvement inhibition (RCI= -4.29, -5.71), and Monitor Scale (RCI=-3.40, -7.95, -7.39) |
(pre-post test design) | (100%) | | • BASC-2 | |
| | • Delivered by school Psychologist | • BRIEF | • BRIEF (parents): Improvement inhibition (RCI= -8.20, -2.98, -2.98, -7.46) |
| | | • BOSS | • BASC-2 Hyperactive behavior (teachers): decrease in Hyperactivity (RCI= -2.72, -7.27) |
| | | | • BASC-2 Hyperactive behavior (parents) – decrease in Hyperactivity (RCI= -3.8, -5.5, -3.05) |
Carboni, Roach, Friedrick (2013) | Children:4 males | • MBSR | Teacher and parent Measures: | • BOSS - On task behavior: Increase of percentage of intervals |
| (M age = 8) | • 30 to 45 minutes twice per week/ at least 10 treatment sessions | • BASC-2 | • BASC-2 Hyperactive behavior (teachers): decrease in Hyperactivity (RCI= -2.72, -7.27) |
Multiple baseline across participants’ design (pre-post test design) | Medicated: N= 4 (100%) | • Delivered by school Psychologist | • BOSS | • BASC-2 Hyperactive behavior (parents): decrease in Hyperactivity (RCI= -3.8, -5.5, -3.05) |
Haydicky, Shecter, | Children: | • MBCT | Child and parent | ADHD symptoms |
Wiener & Ducharme | 5 females and | • 90 minutes’ sessions/8 | | Attention – Hyperactivity (Conners 3rd) |
(2013) | 13 males (age | weeks | Measures: | • Parental report: no significant changes |
| range 13-18) | • Delivered by Doctoral | • Conners -3rd | • Self-report: no significant changes |
And | Medicated: N = 11 (61%) | students in Clinical Psychology | • RCADS | Externalizing symptoms (Conners 3rd) |
| Comorbidity: | | • SIPA | • Parental report: decrease in Conduct Problems with a medium to large |
Haydicky, (2014) | Learning | | • FAD | effect size (p=0.04, d=0.7), |
| disability = 4 | | • AAQ | • Self-report: no significant change |
Quasi-experimental single group (pre-test, | Depressive | | • IM-P | Functional impairment (Conners 3rd) |
post-test and follow up) | disorder = 4 | | | • Parental report: decrease in peer relation problems with a large effect |
| Anxiety disorder | | | size (p=0.002, d=1.07). |
| = 1 | | | • Self-report: significant time effect in the repeated measures ANOVA in |
| | | | Family relations (p=0.23) |
| Parents: | | | Internalizing symptoms (RCARDS) |
| 17 mothers 6 | | | • Self report: no significant changes |
| fathers | | | • Significant reduction with a medium to large effect size at 6 week follow |
| | | | up in: depression (p=0.032, d=0.64) anxiety (p.002, d=1.02) and total |
| | | | internalizing problems (p=0.002, d=1.01). |
| | | | Parental stress (SIPA) |
| | | | • Parental report: significant reduction in parenting stress with a large effect size at follow up compared to post-test (p=0.01, d=0.81) |
| | | | • Adolescent domain scales: significant reduction in isolation/withdrawal with a medium to large effect size between pre-post test (p=0.39, d=0.77), whereas a medium effect size was found (p=0.030, d=77) |
| | | | • Significant time effect in the repeated measures ANOVA on the failure to achieve domain (p=0.41) |
| | | | Family functioning (FAD) |
| | | | • Parental report: significant time effect in family functioning (p=0.43) |
| | | | • Self report: significant time effect in conflict intensity (p=0.21) |
| | | | Mindfulness (IM-P) and Acceptance (AAQ) |
| | | | • Parental report: significant time effect in mindful parenting (p=0.27), No changes in acceptance |
| | | | • Self report: a significant time effect in adolescent acceptance (p=0.43) |
Shecter (2013) | Children = 4 | • MBCT | Child and parent | ADHD symptoms |
Multiple baseline across | females, 5 males | • 90 minutes / 8 weeks | | Attention |
participants’ design | (age range | • Delivered by Doctoral | Measures: | • Parental report: reduction in adolescents’ inattention levels reported by |
(pre-post test design) | 13-18) | students in Clinical | • DSQ | 64% of parents |
| Medicated: N=7 | Psychology | • CSQ | • Self-report: reduction of adolescents’ inattention levels reported in 44% |
| Comorbidity: | | | self-reports |
| Learning | | | Hyperactivity |
| disability = 5 | | | |
| | | | • Parental report: reduction in adolescents’ hyperactivity levels reported by |
| Depression = 2 | | | 71% of parents |
| Anxiety disorder | | | • Self-report: reduction in adolescents’ hyperactivity levels reported by 44% |
| = 2 | | | of parents |
| Tic Disorder = 1 | | | Impulsivity |
| | | | • Parental report: reduction in adolescents’ impulsivity, according to 64% |
| Parents: | | | of parents |
| 10 mothers, 3 | | | • Self-report: reduction in impulsivity level, according to 33% of adolescents |
| fathers | | | Meditation practice |
| | | | • Parental report: Increase in meditation practice compared to baseline |
| | | | reported by 92% of parents |
| | | | • Self-report: Increase in meditation practice by treatment completion |
| | | | reported by 89% of adolescents |
| | | | Stress |
| | | | • Parental report: improvements in the last half of treatment and/or across |
| | | | follow up reported by 85% of parents |
| | | | • Self report: decrease in stress by end of treatment and follow up reported |
| | | | by 8 out of 9 adolescents |
| | | | Distress due to family conflict |
| | | | • Parental report: improvement in distress from conflict with their |
| | | | adolescents reported by 71% of parents |
| | | | • Self-report: improvement in distress due to conflict with their parents |
| | | | reported by 78% adolescents |
Sidhu (2013) | Children: 34 | • SQP | Child and parent | ADHD symptoms |
Pre-test and post-test | (age range 7-12) | • 45 minutes (2 times a | | • Attention (CPRS-R): significant improvement in attention with a medium |
with control group | | week for 4 weeks) | Measures: | effect size (p=0.40, ηp2= 0.147) |
design | | | • CPRS-R) | • Attention (BASC 2): significant improvement in attention with a large |
| | | • BASC - 2 | effect size (p=0.02, ηp2= 0.32) |
| | | • TOVA | Attention (TOVA) |
| | | | • TOVA (Inattention): improvement in the inattention scores for MBI group |
| | | | (p=0.12, ηp2= 0.21) |
| | | | • TOVA (Reaction time): improvement in scores of response time for MBI for |
| | | | infrequent (p=0.001, ηp2 = 0.44) and frequent (p=0.001, ηp2 = .63) targets |
| | | | • TOVA (Omission errors): improvement in scores of omission errors for |
| | | | MBI group for infrequent (p=0.001, ηp2 = .59) and frequent (p=0.001, ηp2 |
| | | | = .54) targets |
Singh, Singh, Lancioni, | Children 2 males | • MBPBS | Child and parent | Compliance |
Singh, Winton & | (12 years old) | • 12 sessions training for | | Mean number of compliant responses after training increased by : 57.4% |
Adkins (2010) | Medicated: N=2 | each child followed by | Measures: | (Chris) and 322% (Will) |
Multiple baseline across | | parental training | • SSIMC | Mother’s requests |
participants’ design | Parents: 2 | • Delivered by Psychology | • SUHMC | Mean number of mother’s requests after training decreased :by 31.2% (Judy) |
(pre-post test design) | mothers | PhD | | 12.1 % (Denise)from parent training to child training, and by 43.8% from child |
| | | • Informal Interviews | training to follow up |
| | | | Child-parent relationship. |
| | | | Increase in satisfaction among parents regarding the interaction with the child, further increase in follow up. |
van de Weijer- | Children: 5 | • MBCT | Child and parent | ADHD symptoms |
Bergsma, Formsma, de | males and 5 | | | Attention (YSR/CBCL/TRF) |
Bruin & | females (age | 1.5hr sessions for 8 weeks | Measures: | • 8-week FU reduction reported by fathers (p=0.003, d=1.5) and adolescents |
Bogels (2012) | range 11-15) | | Child: | (p=0.017, d=0.9), |
Quasi-experimental | Medicated: N=1 | • Delivered by experienced | • YSR | Externalizing difficulties (YSR/CBCL/TRF) |
(pre-post test design) | | CBT therapists | • FFS | • Post-test reduction in externalizing problems (p=0.04, d= 0.2) reported by |
| Parents: 19 | | • SHS | fathers but not by adolescents |
| | | • ANT | • 8-week FU, the reduction reported by fathers was maintained (p=0.01, |
| | | | d=0.3) |
| | | Parents: | Internalizing problems (YSR/CBCL/TRF) |
| | | • CBCL | • Post-test reduction reported by fathers (p=0.03, d=0.4). |
| | | • BRIEF | • 8-week FUfollow-up, fathers reported a borderline significant reduction |
| | | • PSI | (p=0.07, d=0.5). |
| | | • PS | Executive Functioning (BRIEF) |
| | | | Metacognition |
| | | | • 8-week FU, reduction in meta-cognitive problems (p=0.01, d=1.8) was |
| | | | reported by fathers. |
| | | | Behavioral Regulation (BRIEF) |
| | | | • 8-week FU improvement reported by fathers (p=0.03, d=0.6) |
| | | | Mindful Awareness and Attention (MAAS) |
| | | | • There were no changes stated by fathers, adolescents and mothers |
| | | | Parenting Stress (PSI) |
| | | | • reduction between pre-post test was reported by fathers (p=0.002, |
| | | | d=0.07), and maintained at 8-week follow-up (p=0.003, d=1.1) |
| | | | Parental Over-reactivity (PS) |
| | | | • There were no changes stated by fathers, adolescents and mothers |
| | | | Fatigue (FFS) and Feelings of Happiness (SHS) |
| | | | • There were no changes stated by fathers, adolescents and mothers |
| | | | Computerized Attention Tests (ANT) |
| | | | • Baseline speed: No significant improvement |
| | | | • Sustained Attention Dots: Significant reduction in reaction speed between |
| | | | pre-post test (p=0.00038, d=0.9) |
| | | | • Sustained Attention Auditory: No significant improvement on reaction speed or the number of misses. |
van der Oord, Bögels, & | Children: 13 | • MBCT and MBSR | Teachers and | ADHD symptoms |
Peijnenburg (2012) | males and 5 | • 90 minutes sessions/ 8 | parent | Child- Attention (DBDRS) |
Quasi-experimental | females (age | weeks | | • Parental report: reduction in inattention with a large effect size (d=0.80), |
waitlist control (pre- | range 8-12) | • Delivered by CBT | Measures: | maintained at follow up (d=0.80) |
post-follow up design) | Medicated: N=4 | Therapists | • DBDRS | • Teacher’s report: pre-post test reduction of inattention with small effect |
| Comorbidity: | | • ARS | size (d=0.39) |
| ODD =3 | | • MASS | Hyperactivity/impulsivity (DBDRS) |
| | | • PSI) | • Parental report: reduction of hyperactivity/impulsivity with a medium |
| Parents: 21 Mothers | | • PS | effect size (d=56), which was maintained at follow up with a medium effect size (d=0.59) |
| | | | Parent – ADHD symptoms (rated on the ARS) |
| | | | • Inattention: reduction with a small effect size (d=0.36), maintained at |
| | | | follow up (d=0.34) |
| | | | • Hyperactivity/ impulsivity: reduction with a small effect size (d=0.48), |
| | | | improved at follow up (d=0.50) |
| | | | Parent - Mindful awareness (MAAS) |
| | | | Significant more mindful awareness with small effect size (d=0.28), |
| | | | Parental stress (PSI) |
| | | | Showed a significant reduction with a medium effect size (d=0.57) |
| | | | Parental Over-reactivity (PS) |
| | | | Significant reduction with a large effect size (d=0.85) |
Worth (2013) | Children: 12 | • MAPs | Teachers and | ADHD symptoms |
Feasibility study (pre- | males and 5 | • 1⁄2-hour session each | parents | Attention |
post test design) | females (age | day / eight weeks | | • Teacher report: decrease between pre-post Inattention score with |
| range 11-15) | • Delivered by a school | Measures: | large effect size (p=0.001, r2=0.55) |
| Medicated: N=12 | counselor | • Conners 3rd | Hyperactivity/Impulsivity: |
| | | • SCWT | • No significant changes |
| | | • TMT | ADHD Index |
| | | • MASS | • Teacher report: increase from pre to post-test with a small effect size |
| | | | (p=0.008, r2=0.13) |
| | | | Response-distractor inhibition (SCWT) |
| | | | • Significant reduction in Color- Word scores with a large effect size |
| | | | (p=0.001, r2= 0.81) |
| | | | Attentional shifting (TMT) |
| | | | • TMT-A (numbers only): reduction from pre to post-test with a large effect |
| | | | size (p=0.001, r2=0.76) |
| | | | • TMT-B (numbers and letters): reduction from pre to post-test with a large |
| | | | effect size (p=0.001, r2=0.72) |
| | | | Mindfulness (MAAS-A) |
| | | | Increase in mindfulness after training with large effect size (p=0.001, r2= 0.76) |