Top

Gepubliceerd in:

13-06-2019 | ORIGINAL PAPER

Impact of Mindfulness Martial Arts Training on Neural and Behavioral Indices of Attention in Youth with Learning Disabilities and Co-occurring Mental Health Challenges

Auteurs: Karen Milligan, Annabel Sibalis, Trish McKeough, Christine Lackner, Louis A. Schmidt, Carson Pun, Sidney J. Segalowitz

Gepubliceerd in: Mindfulness | Uitgave 10/2019

Abstract

Objectives

Deficits in attentional control are often associated with academic and mental health challenges experienced by youth with learning disabilities (LDs). Mindfulness treatments may improve attentional control; however, findings in youth populations to date have been mixed. Neural measures of attentional control may be more sensitive to treatment effects, but have been rarely employed. We addressed this limitation by examining the impact of a 20-week mindfulness martial arts training program for youth aged 11–17 years with LD and mental health challenge on electroencephalography (EEG), parent-report, and behavioral indices of attention.

Methods

At pre- and post-treatment, a sample of 48 youth receiving treatment and 38 waitlisted controls completed two attention tasks while EEG was recorded. Task performance and P3 amplitude and latency from EEG data were calculated. Parent-reported attention was also measured.

Results

Findings varied depending on the type of measure. Controlling for pre-treatment levels of attention, significant post-treatment group differences were indicated on parent-reported attention and P3 amplitude for one attention task, with significant gains noted for the treatment but not the control group. Significant gains identified were maintained at 3-month follow-up for the treatment group. No significant post-treatment group differences were found for P3 latency or task performance measures.

Conclusions

Mindfulness-based martial arts training appears to significantly impact some, but not all, indices of attentional control. Further research using a randomized control trial design with an exercise-only control is warranted. Recommendations for future research design are discussed.

vorige artikel Effects of Internet Training in Mindfulness Meditation on Variables Related to Cancer Recovery

volgende artikel Baseline Craving Strength as a Prognostic Marker of Benefit from Smartphone App-Based Mindfulness Training for Smoking Cessation

Al-Yagon, M. (2012). Adolescents with learning disabilities: socioemotional and behavioral functioning and attachment relationships with fathers, mothers, and teachers. Journal of Youth and Adolescence, 41(10), 1294–1311. https://doi.org/10.1007/s10964-012-9767-6.CrossRefPubMed

Atchley, R., Klee, D., Memmott, T., Goodrich, E., Wahbeh, H., & Oken, B. (2016). Event-related potential correlates of mindfulness meditation competence. Neuroscience, 320, 83–92. https://doi.org/10.1016/j.neuroscience.2016.01.051.CrossRefPubMed

Barry, R. J., Johnstone, S. J., & Clarke, A. R. (2003). A review of electrophysiology in attention-deficit/hyperactivity disorder: II. Event-related potentials. Clinical Neurophysiology, 114, 184–198. https://doi.org/10.1016/S1388-2457(02)00363-2.CrossRefPubMed

Chang, Y., Liu, S., Yu, H., & Lee, Y. (2012). Effect of acute exercise on executive function in children with attention deficit hyperactivity disorder. Archives or Clinical Neuropsychology, 27, 225–237. https://doi.org/10.1093/arclin/acr094.CrossRef

Chang, Y., Tsai, Y., Chen, T., & Hung, T. (2013). The impacts of coordinative exercise on executive function in kindergarten children: an ERP study. Experimental Brain Researh, 225, 187–196. https://doi.org/10.1007/s00221-012-3360-9.CrossRef

Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. Clinical Psychology Review, 31, 449–464. https://doi.org/10.1016/j.cpr.2010.11.003.CrossRefPubMed

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd edn.). Hillsdale: Lawrence Earlbaum Associates.

Conners, C. K. (2008). Conners 3rd edition manual. Toronto, Ontario, Canada: Multi-Health Systems.

Cortiella, C., & Horowitz, S. H. (2014). The state of learning disabilities: facts, trends and emerging issues. New York: National Center for Learning Disabilities.

Crawford, C. (2002). Learning disabilities in Canada: economic costs to individuals, families and society. Prepared for the Learning Disabilities Association of Canada by the Roeher Institute

Dawson, P., & Guare, R. (2010). Executive skills in children and adolescents: a practical guide to assessment and intervention. New York.

Delorme, A., & Makeig, S. (2004). EEGLAB: an open source toolbox for analysis of single-trial EEG dynamics including independent component analysis. Journal of Neuroscience Methods, 134(1), 9–21. https://doi.org/10.1016/j.jneumeth.2003.10.009.CrossRefPubMed

Desjardins, J. A., & Segalowitz, S. J. (2013). The timing and consistency of event-related potential responses when processing faces: deconstructing the P100-N170 complex using ICA and robust estimation. Journal of Vision, 13(5), 1–18.CrossRef

Dimoska, A., Johnstone, S. J., Barry, R. J., & Clarke, A. R. (2003). Inhibitory motor control in children with attention-deficit/ hyperactivity disorder: event-related potentials in the stop-signal paradigm. Biological Psychiatry, 54(12), 1345–1354. https://doi.org/10.1016/S0006-3223(03)00703-0.CrossRefPubMed

Drollette, E. S., Scudder, M. R., Raine, L. B., Moore, R. D., Saliba, B. J., Pontifex, M. B., et al. (2014). Acute exercise facilitates brain function and cognition in children who need it most: an ERP study of individual differences in inhibitory control capacity. Developmental Cognitive Neuroscience, 7, 53–64. https://doi.org/10.1016/j.dcn.2013.11.001.CrossRefPubMed

Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., et al. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446. https://doi.org/10.1037/0012-1649.43.6.1428.CrossRefPubMed

DuPaul, G. J., Gormley, M. J., & Laracy, S. D. (2013). Comorbidity of LD and ADHD: implications of DSM-5 for assessment and treatment. Journal of Learning Disabilities, 46(1), 43–51. https://doi.org/10.1177/0022219412464351.CrossRefPubMed

Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: a review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41(3–4), 327–350. https://doi.org/10.1007/s10464-008-9165-0.CrossRefPubMed

Emmerson, R. Y., Dustman, R. E., Shearer, D. E., & Turner, C. W. (1989). P3 latency and symbol digit performance correlations in aging. Experimental Aging Research, 15(3), 151–159. https://doi.org/10.1080/03610738908259769.CrossRefPubMed

Eriksen, B. A. & Eriksen, C. W. (1974). Effects of noise letters upon identification of a target letter in a non- search task. Perception and Psychophysics, 16, 143–149. https://doi.org/10.3758/bf03203267.

Fabiani, M., Gratton, G., & Coles, M. G. H. (2000). Event-related brain potentials: methods, theory, and applications. In J. T. Cacioppo, L. G. Tassinary, & G. C. Berntson (Eds.), Handbook of psychophysiology (second ed., pp. 53–84). Cambridge: Cambridge University Press.

Fan, Y., Tang, Y., Tang, R., & Posner, M. (2014). Short term integrative meditation improves resting alpha activity and stroop performance. Applied Psychophysiology and Biofeedback, 39(3–4), 213–217. https://doi.org/10.1007/s10484-014-9258-5.CrossRefPubMed

Faul, F., Erdfelder, E., Lang, A. G., & Buchner, A. (2007). G* Power 3: a flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39(2), 175–191.CrossRefPubMed

Felver, J. C., Frank, J. L., & McEachern, A. D. (2014). Effectiveness, acceptability, and feasibility of the Soles of the Feet mindfulness-based intervention with elementary school students. Mindfulness, 5, 589–597. https://doi.org/10.1007/s12671-013-0238-2.CrossRef

Granic, I., Lobel, A., & Engels, R. C. (2014). The benefits of playing video games. American Psychologist, 69(1), 66.CrossRef

Gray, S. A., Dueck, K., Rogers, M., & Tannock, R. (2017). Qualitative review synthesis: the relationship between inattention and academic achievement. Educational Research, 59(1), 17–35. https://doi.org/10.1080/00131881.2016.1274235.CrossRef

Harms, M. B., Martin, A., & Wallace, G. L. (2010). Facial emotion recognition in autism spectrm disorders: a review of behavioral and neuroimaging studies. Neuropsychology Review, 20, 290–322. https://doi.org/10.1007/s11065-010-9138-6.CrossRefPubMed

Hay, J. A., & Cairney, J. (2006). Development of the habitual activity estimation scale: a systematic approach. Pediatric Exercise Science, 18(2), 193–202. https://doi.org/10.1123/pes.18.2.193.CrossRef

Haydicky, J., Wiener, J., Badali, P., Milligan, K., & Ducharme, J. M. (2012). Evaluation of a mindfulness-based intervention for adolescents with learning disabilities and co-occurring ADHD and anxiety. Mindfulness, 3(2), 151–164.

Hillman, C. H., Snook, E. M., & Jerome, G. J. (2003). Acute cardiovascular exercise and executive control function. International Journal of Psychophysiology, 43, 307–314. https://doi.org/10.1016/S0167-8760(03)00080-1.CrossRef

Hillman, C. H., Pontifex, M. B., Castelli, D. M., Khan, N. A., Raine, L. B., Scudder, M. R., et al. (2014). Effects of the FITKids randomized controlled trial on exercutive control and brain function. Pediatrics, 134(4), 1063–1071. https://doi.org/10.1542/peds.2013-3219.CrossRef

Huber, M., Telser, S., Falk, M., Böhm, A., Hackenberg, B., Schwitzer, J., & Hinterhuber, H. (2005). Information transmission defect identified and localized in language learning impaired children by means of electrophysiology. Cortex, 41(4), 464–470. https://doi.org/10.1016/S0010-9452(08)70187-4.CrossRefPubMed

Jha, A. P., Krompinger, J., & Baime, M. J. (2007). Mindfulness training modifies subsystems of attention. Cognitive, Affective, & Behavioral Neuroscience, 7(2), 109–119.CrossRef

Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: past, present, and future. Clinical Psychology: Science and Practice, 144–156. https://doi.org/10.1093/clipsy/bpg016.

Lackner, C. L., Santesso, D. L., Dywan, J., Wade, T. J., & Segalowitz, S. J. (2013). Electrocortical indices of selective attention predict adolescent executive functioning. Biological Psychology, 93(2), 325–333. https://doi.org/10.1016/j.biopsycho.2013.03.001.CrossRefPubMed

Lakey, C. E., Berry, D. R., & Sellers, E. W. (2011). Manipulating attention via mindfulness induction improves P300-based brain-computer interface performance. Journal of Neural Engineering, 8(2), 025019. https://doi.org/10.1088/1741-2560/8/2/025019.CrossRefPubMedPubMedCentral

Learning Disabilities Association of Ontario (2002). Official definition of LDs. Retrieved from http://www.ldao.ca/introduction-to-ldsadhd/what-are-lds/official-definition-of-lds/.

Luck, S. J. (2014). An introduction to the event-related potential technique (Second ed.). Cambridge, MA: MIT Press.

Lutz, A., Slagter, H. A., Rawlings, N. B., Francis, A. D., Greischer, L. L., & Davidson, R. J. (2009). Mental training enhances attentional stability: neural and behavioral evidence. Journal of Neuroscience, 29, 13418–13427. https://doi.org/10.1523/JNEUROSCI.1614-09.2009.CrossRefPubMed

MacCoon, D. G., MacLean, K. A., Davidson, R. J., Saron, C. D., & Lutz, A. (2014). No sustained attention differences in a longitudinal randomized trial comparing mindfulness based stress reduction versus active control. PLoS One, 9(6), e97551. https://doi.org/10.1371/journal.pone.0097551.CrossRefPubMedPubMedCentral

MacLean, K. A., Ferrer, E., Aichele, S. R., Bridwell, D. A., Zanesco, A. P., Jacobs, T. L., et al. (2010). Intensive meditation training improves perceptual discrimination and sustained attention. Psychological Science, 21(6), 829–839.

Mak, C., Whittingham, K., Cunnington, R., & Boyd, R. N. (2018). Effect of mindfulness yoga programme MiYoga on attention, behavior, and physical outcomes in cerebral palsy: a randomized controlled trial. Developmental Medicine and Child Neurology. https://doi.org/10.1111/dmcn.13923.

Mayes, S. D., & Calhoun, S. L. (2006). Frequency of reading, math, and writing disabilities in children with clinical disorders. Learning and Individual Differences, 16(2), 145–157. https://doi.org/10.1016/j.lindif.2005.07.004.CrossRef

Mayes, S. D., & Calhoun, S. L. (2007). Learning, attention, writing, and processing speed in typical children and children with ADHD, autism, anxiety, depression, and oppositional-defiant disorder. Child Neuropsychology, (6), 469–493. https://doi.org/10.1080/09297040601112773.

McCarthy, G., & Donchin, E. (1981). A metric for thought: a comparison of P300 latency and reaction time. Science, 211(4477), 77–80.CrossRefPubMed

Milligan, K., Spiroiu, F., & Badali, P. (2015). Using integra mindfulness martial arts to address self-regulation challenges in youth with learning disabilities: a qualitative exploration. Journal of Child and Family Studies, 24(3), 562–575. https://doi.org/10.1007/s10826-013-9868-1.CrossRef

Murthy, P., Janakiramaiah, N., Gangadhar, B. N., & Subbakrishna, D. K. (1998). P300 amplitude and antidepressant response to Sudarshan Kriya yoga (SKY). Journal of Affective Disorders, 50(1), 45–48. https://doi.org/10.1016/S0165-0327(98)00029-9.CrossRef

Ogrim, G., Aasen, I. E., & Brunner, J. F. (2016). Single-dose effects on the P3 no-go ERP component predict clinical response to stimulants in pediatric ADHD. Clinical Neurophysiology, 127(10), 3277–3287. https://doi.org/10.1016/j.clinph.2016.07.011.CrossRefPubMed

Pagani, L. S., Fitzpatrick, C., & Parent, S. (2012). Relating kindergarten attention to subsequent developmental pathways of classroom engagement in elementary school. Journal of Abnormal Child Psychology, 40(5), 715–725. https://doi.org/10.1007/s10802-011-9605-4.CrossRefPubMed

Palmer, K. K., Miller, M. W., & Robinson, L. E. (2013). Acute exercise enhances preschoolers’ ability to sustain attention. Journal of Sport & Exercise Psychology, 35, 433–437. https://doi.org/10.1123/jsep.35.4.433.CrossRef

Parsons, C. E., Crane, C., Parsons, L. J., Fjorback, L. O., & Kuyken, W. (2017). Home practice in mindfulness-based cognitive therapy and mindfulness-based stress reduction: a systematic review and meta-analysis of participants’ mindfulness practice and its association with outcomes. Behaviour Research and Therapy, 95, 29–41. https://doi.org/10.1016/j.brat.2017.05.004.CrossRefPubMedPubMedCentral

Polich, J. (2007). Updating P300: an integrative theory of P3a and P3b. Clinical Neurophysiology, 118(10), 2128–2148. https://doi.org/10.1016/j.clinph.2007.04.019.CrossRefPubMedPubMedCentral

Polich, J., & Martin, S. (1992). P300, cognitive capability, and personality: a correlational study of university undergraduates. Personality and Individual Differences, 13(5), 533–543. https://doi.org/10.1016/0191-8869(92)90194-T.CrossRef

Polich, J., Howard, L., & Starr, A. (1983). P300 latency correlates with digit span. Psychophysiology, 20(6), 665–669. https://doi.org/10.1111/j.1469-8986.1983.tb00936.x.CrossRefPubMed

Pontifex, M. B., Scudder, M. R., Drollette, E. S., & Hillman, C. H. (2012). Fit and vigilant: the relationship between poorer aerobic fitness and failures in sustained attention during preadolescence. Neuropsychology, 26(4), 407–413. https://doi.org/10.1037/a0028795.CrossRefPubMedPubMedCentral

Pontifex, M. B., Saliba, B. J., Raine, L. B., Picchietti, D. L., & Hillman, C. H. (2013). Exercise improves behavioral, neurocognitive, and scholastic performance in children with attention-deficit/hyperactivity disorder. The Journal of Pediatrics, 162(3), 543–551. https://doi.org/10.1016/j.jpeds.2012.08.036.CrossRefPubMed

Posner, M. I., Rothbart, M. K., & Tang, Y. (2015). Enhancing attention through training. Current Opinion in Behavioral Sciences, 4, 1–5. https://doi.org/10.1016/j.cobeha.2014.12.008.CrossRef

Prochaska, J. O., Velicer, W. F., Rossi, J. S., Goldstein, M. G., Marcus, B. H., Rakowski, W., et al. (1994). Stages of change and decisional balance for 12 problem behaviors. Health Psychology, 13(1), 39–46.

Psychology Software Tools, Inc. [E-Prime 2.0]. (2012). Retrieved from http://www.pstnet.com.

Purohit, S. P., & Pradhan, B. (2016). Effect of yoga program on executive functions of adolescents dwelling in an orphan home: a randomized controlled study. Journal of Traditional and Complementary Medicine, 7(1), 99–105. https://doi.org/10.1016/j.jtcme.2016.03.001.CrossRefPubMedPubMedCentral

Sanger, K. L., & Dorjee, D. (2015). Mindfulness training for adolescents: a neurodevelopmental perspective on investigating modifications in attention and emotion regulation using event-related brain potentials. Cognitive, Affective, & Behavioral Neuroscience, 15(3), 696–711. https://doi.org/10.3758/s13415-015-0354-7.CrossRef

Sanger, K. L., & Dorjee, D. (2016). Mindfulness training with adolescents enhances metacognition and the inhibition of irrelevant stimuli: evidence from event-related brain potentials. Trends in Neuroscience and Education, 5(1), 1–11. https://doi.org/10.1016/j.tine.2016.01.001.CrossRef

Sanger, K. L., Thierry, G., & Dorjee, D. (2018). Effects of school‐based mindfulness training on emotion processing and well‐being in adolescents: evidence from event‐related potentials. Developmental Science, 21(5).

Sarang, S. P., & Telles, S. (2006). Changes in P300 following two yoga-based relaxation techniques. International Journal of Neuroscience, 116(12), 1419–1430. https://doi.org/10.1080/00207450500514193.CrossRef

Satterfield, J. H., Schell, A. M., & Nicholas, T. (1994). Preferential neural processing of attended stimuli in attention-deficit hyperactivity disorder and normal boys. Psychophysiology, 31(1), 1–10. https://doi.org/10.1111/j.1469-8986.1994.tb01018.x.CrossRefPubMed

Segalowitz, S. J., Wintink, A. J., & Cudmore, L. J. (2001). P3 topographical change with task familiarization and task complexity. Cognitive Brain Researh, 12(3), 451–457. https://doi.org/10.1016/S0926-6410(01)00082-9.CrossRef

Sheehan, D. V., Sheehan, K. H., Shytle, R. D., Janavs, J., Bannon, Y., Rogers, J. E., et al. (2010). Reliability and validity of the mini international neuropsychiatric interview for child and adolescents (MINI-KID). The Journal of Clinical Psychiatry, 71, 313–326. https://doi.org/10.4088/JCP.09m05305whi.CrossRefPubMed

Sidhu, P. (2015). The efficacy of mindfulness meditation in increasing the attention span in children with ADHD. US: ProQuest Information & Learning.

Tang, Y., Ma, Y., Wang, J., Fan, Y., Feng, S., Lu, Q., et al. (2007). Short-term meditation training improves attention and self-regulation. Proceedings of the National Academy of Sciences, 104(43), 17152–17156. https://doi.org/10.1073/pnas.0707678104.CrossRef

Travis, F. & Miskov, S. (1994).Proceedings from 34th annual meeting of the Society for Psychophysiological Research: P300 latency and amplitude during eyes-closed rest and transcendental meditation practice. Atlanta, GA: Proceedings from 34th annual meeting of the Society for Psychophysiological Research.

Tsai, M., Hung, K., & Lu, H. (2012). Auditory event-related potentials in children with attention deficit hyperactivity disorder. Pediatrics and Neonatology, 53(2), 118–124. https://doi.org/10.1016/j.pedneo.2012.01.009.CrossRefPubMed

van Noordt, S. J., Desjardins, J. A., & Segalowitz, S. J. (2015). Watch out! Medial frontal cortex is activated by cues signaling potential changes in response demands. Neuroimage, 114, 356–370.CrossRefPubMed

Wells, G. D., Wilkes, D. L., Schneiderman-Walker, J., Elmi, M., Tullis, E., Lands, L. C., et al. (2008). Reliability and validity of the habitual activity estimation scale (HAES) in patients with cystic fibrosis. Pediatric Pulmonology, 43(4), 345–353. https://doi.org/10.1002/ppul.20737.CrossRefPubMed

Wheeler, J., & Carlson, C. L. (1994). The social functioning of children with ADD with hyperactivity and ADD without hyperactivity. Journal of Emotional and Behavioral Disorders, 2(1), 2–12. https://doi.org/10.1177/106342669400200101.CrossRef

Wilson, A. M., Armstrong, C. D., Furrie, A., & Walcot, E. (2009). The mental health of Canadians with self-reported learning disabilities. Journal of Learning Disabilities, 42(1), 24–40. https://doi.org/10.1177/0022219408326216.CrossRefPubMed

Zoogman, S., Goldberg, S. B., Hoyt, W. T., & Miller, L. (2015). Mindfulness interventions with youth: a meta-analysis. Mindfulness, 6(2), 290–302.CrossRef

Titel: Impact of Mindfulness Martial Arts Training on Neural and Behavioral Indices of Attention in Youth with Learning Disabilities and Co-occurring Mental Health Challenges
Auteurs: Karen Milligan
Annabel Sibalis
Trish McKeough
Christine Lackner
Louis A. Schmidt
Carson Pun
Sidney J. Segalowitz
Publicatiedatum: 13-06-2019
Uitgeverij: Springer US
Gepubliceerd in: Mindfulness / Uitgave 10/2019
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI: https://doi.org/10.1007/s12671-019-01161-3

Andere artikelen Uitgave 10/2019

What Makes Mindfulness-Based Interventions Effective? An Examination of Common Components

ORIGINAL PAPER

Heart Rate Variability of Various Video-Aided Mindful Deep Breathing Durations and Its Impact on Depression, Anxiety, and Stress Symptom Severity

ORIGINAL PAPER

Longitudinal Effects of a 2-Year Meditation and Buddhism Program on Well-Being, Quality of Life, and Valued Living

ORIGINAL PAPER

Effect of Mindfulness-Based Relapse Prevention on Impulsivity Trajectories Among Young Adults in Residential Substance Use Disorder Treatment

ORIGINAL PAPER

Mindfulness and Paranoia: A Cross-Sectional, Longitudinal and Experimental Analysis

Open Access
ORIGINAL PAPER

Sitting on the Bench

ORTHOGONAL ROTATION IN CONSCIOUSNESS