Table of Contents
ISRN Pediatrics
Volume 2012 (2012), Article ID 419168, 7 pages
http://dx.doi.org/10.5402/2012/419168
Clinical Study

Peer-Mediated Multimodal Intervention Program for the Treatment of Children with ADHD in India: One-Year Followup

1Trinity College of Arts and Sciences, Duke University, Durham, NC 27708, USA
2Barnet General and Chase Farm Hospital, Wellhouse Lane, Barnet, Hertfordshire EN5 3DJ, UK
3Imperial College London, South Kensington Campus, London SW7 2AZ, UK
4Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA
5University of Miami, Coral Gables, FL 33124, USA
6New York University, New York, NY 10012, USA
7Lake Erie College of Osteopathic Medicine, Bradenton, FL 34243, USA
8Winter Park High School, Winter Park, FL 32792, USA
9Harsh Vardhan Memorial Charitable Trust, Safdarjung Enclave, New Delhi 110029, India
10Children's Medical Services, 7000 Lake Ellenor Dr, Orlando, FL 32809, USA
11Arnold Palmer Hospital for Children, 92 West Miller Street, Orlando, FL 32806, USA
12Florida State University Regional Medical School Campus, 250 East Colonial Drive, Suite 200, Orlando, FL 32801, USA

Received 28 October 2012; Accepted 22 November 2012

Academic Editors: C. D. Berkowitz, K. Tokiwa, and B. Vasarhelyi

Copyright © 2012 Sagar Mehta et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

The objective was to assess the efficacy of a one-year, peer-mediated interventional program consisting of yoga, meditation and play therapy maintained by student volunteers in a school in India. The population consisted of 69 students between the ages of 6 and 11 years, previously identified as having attention deficit hyperactivity disorder (ADHD). A program, known as Climb-Up, was initially embedded in the school twice weekly. Local high school student volunteers were then trained to continue to implement the program weekly over the period of one year. Improvements in ADHD symptoms and academic performance were assessed using Vanderbilt questionnaires completed by both parents and teachers. The performance impairment scores for ADHD students assessed by teachers improved by 6 weeks and were sustained through 12 months in 46 (85%) of the enrolled students. The improvements in their Vanderbilt scores assessed by parents were also seen in 92% ( , Wilcoxon). The Climb-Up program resulted in remarkable improvements in the students’ school performances that were sustained throughout the year. These results show promise for a cost-effective program that could easily be implemented in any school.