What approaches are

successful in the improvement

and controlling of ADHD in
children?
By Tamsin Mathew
Matric-1
1

Table of Contents
Page Title

Page Number

Front-Page

1pg

Table of Contents

2pg

Introduction

3-4pg

Background

4pg

Methodology

4-5pg

Data Presentation and Analysis

4-11pg

The Brain
1. Cognitive Support Data and Analysis

6pg

2. Meditation Data and Analysis

6-7pg

3. Analysis of Cognitive Support and Meditation

7pg

The Peripheral Nervous System and The Brain

1. Medication Data and Analysis

8-9pg

2. Exercise Data and Analysis

9-11pg

3. Analysis of Medication and Exercise

11pg

Conclusion

11pg

Evaluation

11-12pg

Reference List
- YouTube
- Websites

13pg

Appendix

14pg

Introduction
Investigative question:
What approaches are successful in the improvement and controlling of ADHD in children?
Aim:
To find out which methods are successful in controlling ADHD in children and why these
methods are successful.
Hypothesis:
An approach that combines the different methods targeting the peripheral nervous system
and the brain is most effective when controlling ADHD in children.
Brief synopsis
Attention deficit hyperactivity disorder (ADHD) is a psychiatric disorder of the
neurodevelopment type, this results in a lack of attention span as well as an increase in
hyperactivity or impulsivity that is not appropriate to that persons age.
There are 4 aspects to ADHD:
- Inability to self regulate emotions
- Attention deficit / lack of concentration
- Impulsivity
- Inability to talk to ones self
The inability to self-regulate emotions implies a deficit in executive functioning in ADHD
children. This deficit in their behavior over time results in these children not being able
to accomplish their goals. It should be emphasized that the emotional disorder found in
ADHD is about a lack of self-control. Even though the emotion is relevant to place and
time. With time, both the restless component and attention deficit improves.
In effect they are unable to change their behavior in the present in order to change their
future (i.e. they are not future or goal orientated). There is a lack of self-awareness and
an inability to visualizes their goals. These childrens self-awareness is crucial, as it
helps to motivate them towards achieving their goals. Therefore this lack of selfawareness is destructive to children with ADHD.
Emotions are the basis of motivation, as self-conversation helps to maintain the drive
that is required to maintain their goals, thus emotions form the base on which motivation
is built on. Children without the proper emotional drive tend to under achieve, which
affects their self-esteem.
The basis of this lies in ADHD children not being able to stop their automatic behavior
(impulsivity) resulting in these children being distracted and unable to maintain the
necessary amount of focus needed to complete their tasks.
The other aspect is that these children are unable to talk to themselves to attain their
goals (i.e.: the minds voice). The inability for them to talk to themselves makes it difficult
for these children to develop and maintain a certain level of interest needed to achieve
these goals, as they do not visualize what the future should look like. It is these four

qualities that allows one to control ones emotions thus the inter play of these four
dimensions contribute to the wide variation in the different presentations of ADHD.

Background
The reason why I have chosen ADHD, as the topic of this research project is due to my
understanding and experience of ADHD as it is a deficit that I have and therefore I deal
with it on an everyday basis. Therefore I was intrigued by the topic and I wanted to learn
more about.
According to The Centre for Disease Control and Prevention, which is the National
Public Health Institute of the United States, approximately 11% of children between the
ages of 4-17 years old have been diagnosed with ADHD in 2011. People are becoming
more aware of ADHD and the serious impacts it could have on a childs growth.
Therefore it is imperative that parents, teachers and guardians know how to treat,
control and help children with ADHD. There are two ways to treat ADHD that is through
targeting the brain and the other is though targeting the peripheral nervous system.
Some parents are not receptive to certain treatment methods such as medicating their
child therefore it is important that they know the positive and negative aspects of the
different methods that can be used.

Methodology

When I first did background reading I did a lot of wide reading on ADHD.
I then started to focus on certain websites such as medical websites because my
question is a medical question.
There are lots of websites containing information on what parents thought the
best methods are when trying to control ADHD.
I did not take any of the information from these websites as the validity of the
websites was questionable.
I looked for information on cognitive support, meditation, exercise and medication
for my data presentation.
When writing up my data presentation I separated the different methods based
on which areas of the body they affected.
The first two methods targeted the brain and other 2 methods targeted both the
peripheral nervous system and the brain.
After doing all of this I realized that the information I had collected from the
medical journals was not enough because there was not as much information on
cognitive support, exercise and meditation as there was on medication.
Therefore for extra information I looked at research papers and videos on
YouTube and TED talks.
If I felt that some of the information on the YouTube and TED talk videos was
useful I then did some research on it on the Internet.
For example I read Teresa Lui-Amose research papers, which is based on the
benefits of exercise and I researched Neal Rojas and Sarah Lazar after watching
them on TED talks.
In total I used about 20 sources.
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After laying out my data presentation, I tabled the negative and positive aspects
of each method used to control ADHD.
Using the table I was able to analyze each method separately.
I then did a comparative analysis between cognitive support and meditation in
the different approaches used in targeting the brain.
I also did a comparative analysis between medication and exercise in the
different approaches used in targeting the peripheral nervous system and the
brain.
This helped me to draw up my conclusion.

Data Presentation and Data analysis

Different approaches used in targeting the brain and why they are
successful.
The Brain
The brain of an ADHD child has a smaller volume due to the reduction in the left-sided
prefrontal cortex, frontal lobe, basal ganglia, cerebellum and anterior cingulate, however,
the brain normalizes in size by the age of 16 years. The pathway connecting the
prefrontal cortex with the striatum is affected due to the reduction of the brain size. This
would explain the symptoms of impulsivity, hyperactivity and inattention, which are frontal
lobe dysfunctions.
Various methods are used in combating ADHD by targeting the brain such as yoga,
meditation, talking to a psychologist, home strategies (routines, reminders, goals) and
social skills. These methods help the children cope with ADHD.
[Figure 1: Image of the structure of brain from
http://sciencequestionswithchris.files.wordpress.com/2012/12/brain-componentsdiagram.gif]

Cognitive Support Data and Analysis

Educating the ADHD child and their family is central, in creating awareness of this
neurobiological disorder as it creates cognitive support for the child. The childs family will
then be able to alter the process by changing their behavior as care givers. By educating
caregivers we can alter the childs environment into a more positive environment to help
the child gain confidence. Cognitive support helps the ADHD child to highlight the
positive and negative habits of that individual, by doing so the ADHD child develops selfawareness, which in turn can change the behavior of the child.
[Table 1: Table showing the positive and negative aspects of cognitive support]
Cognitive support
Positive Aspects

Negative Aspects

One to one therapy

Time consuming

Improves your sense of self-awareness

through insight

Costly treatment

Table 1 shows the positive and negative aspects of cognitive support when it is used to
treat children with ADHD. There are an equal number of positive and negative aspects.
Cognitive support helps children with ADHD even though it is time consuming.
By having one to one therapy sessions, children can learn to improve and maintain
positive habits while stopping their negative habits. Their sense of confidence and their
sense of awareness also increases dramatically when you have a third persons
approval. Ongoing meetings with a therapist can maintain this general increase in selfawareness, as children need motivation. Arrangements could be made such as extra
time being given during an exam to make up for the lack of concentration and focus.

Meditation Data and Analysis

Meditation is used to treat ADHD in child; however, there is little scientific information
regarding this because it is a new concept that is being explored. Neuroplasticity is what
is referred to as the process by which your brain changes over time. Sara Lazar proved
that meditation increases the thickness of grey matter in the cerebral cortex. She proved
this by differentially measuring the cortical thickness with MRI techniques. People who
meditate tend to have more brain matter in several parts of their brains when compared
to people who dont meditate. The grey matter in the hippocampus is responsible for
learning, memory and emotional regulation. The hippocampus increases in size with
regular meditation, therefore this means that an ADHD child will have better executive
functioning, as they will be able to control their memory, learning ability and emotional
regulation better than before.

[Table 2: Table showing the positive and negative aspects of meditation]

Meditation
Positive Aspects

Negative Aspects

Increase in neuroplasticity

Lack of scientific evidence

Increase in grey matter

Time consuming

Cost effective

Requires training

Increase the childs ability to control

ADHD.
It can be seen in table 2 that meditations positive aspects outweigh the negative aspects
by 4 to 3. There is not a lot of scientific evidence that clearly indicates that meditation is
what is benefiting an ADHD child. However, it can be deduced by looking at the changes
in the neuroplasticity and the grey matter within the brain. Both the neuroplasticity and
grey matter increases due to meditation. Meditation is also cost effective but time
consuming and it requires training. Meditation is a process where by an ADHD child
learns to channel their mental energy in order to improve their focus as well as their
sense of self-awareness.

Analysis of Cognitive Support and Meditation

Both methods used to target the brain have positive and negative aspects. In both cases
the negative aspects are time consuming. Both methods are crucial when trying to
control ADHD in children as they both help in two different ways without any serious
negative health side effects. Cognitive support is important because it helps a child
become aware of certain negative and positive habits that needs to be stopped or carried
on. Meditation on the other hand helps to increase neuroplasticity and grey matter in
certain parts of the brain.
Therefore because both cognitive support and meditation play a crucial role in different
ways it is important that an ADHD child uses both theses methods when trying to control
the effects / symptoms of ADHD.

Different approaches used in targeting the peripheral

nervous system and the brain and why they are successful.
The Peripheral Nervous System and The Brain
A neuron is a cell that is able to transfer information through electrical and chemical
signals. These signals occur between the neurons via the synapse, which can be found
in the peripheral nervous system and the brain. When all the neurons are connected we
call it a neural network which intern forms the peripheral nervous system and the central
nervous system (the brain).

Neurons are made up of the following structures, a soma (cell body), dendrites as well as
an axon. The axon is the transmitting end and the dendrite is the receiving end of the
neuron. The neuron is stimulated by a neurotransmitter, which is released into the
synapse. The neurotransmitter binds to the receptor using a lock and key mechanism.
In children without ADHD the axon releases neurotransmitters, such as serotonin,
norepinephrine or dopamine. These neurotransmitters stimulate the receptors effectively.
However, ADHD children have a lower arousal threshold and therefore the reuptake of
the neurotransmitter is higher. The body naturally compensates for this by increasing the
amount of stimuli being produced. This in turn increases their hyperactivity and their
inability to focus.
Neurotransmitter is released by the transmission of an impulse along the axon to the
dendrites. One of the predominant receptors on the cell body is the alpha-receptor, which
is found on both the PNS and CNS (the brain). This receptor works on the principle of a
weak stimulus, which will result in a weak response; however, a strong stimulus will result
in a strong response. The NMDA receptor (which is also found on the PNS and CNS) on
the other hand works on the principle of once triggered it will give a strong response and
they are responsible for the increase in synaptic plasticity and memory functions.

Medication Data and Analysis

The use of medication as a treatment strategy is highly effective, but should be used
cautiously as it has the potential of altering the personality of the ADHD child.
The most common medication used is Ritalin (methylphenidate) and Dexedrine
(dectroamphetamine) both of which are stimulants. Both these stimulants raise the levels
of nervous activity in the body by increasing the amounts of dopamine (neurotransmitter)
in the synapse. This is done by blocking the reuptake of dopamine and therefore
increasing the time frame during which the dopamine (neurotransmitter) is present in the
synapse and prolonging its contact with the arousal threshold.
The medication increases the amount of neurotransmitter in the brain and that will trigger
the alpha-receptors and the NMDA receptors. The use of a single medication has
benefited at least 70% to 80% of the children that takes it. The use of two drugs benefits
90% of the children that takes it. Examples of Side effects when taking atomoxetine in
particular and other stimulants, range from psychosis to mania but both these mood
disorders are uncommon. The more common side effects can be rashes or loss of
appetite. The continues usage of stimulants over time cant leads to ADHD children
developing a drug tolerance thus causing a need to increase the dosage.
Medication is not recommended for preschool children due to the unknown long-term
side effects and its effects on immature brains. The ADHD symptoms could be due to
brain immaturity as the rate of development between children is different. Medication
improves attention span and the quality of it, however, it can increases mood swings and
sleep patterns can change.

[Table 3: Table showing the positive and negative aspects of medication]

Medication
Positive Aspects

Negative Aspects

Increase the period during which the

stimuli is present in the synapse
Increased number of NMDA receptors
and alpha-receptors are triggered

Variety of side effects

70%-80% respond to one drug and

90% respond to two drugs
Medication starts working quickly and
can last for long periods of time

Long term side effects on the

nervous system is unknown due to
the lack of long-term studies.
Potential for abuse
Develops drug tolerance

The equal amount of positive and negative aspects of medication can be seen in table 3.
Medication can play a crucial role when trying to control ADHD in child. Medication
prolongs the reuptake of the neurotransmitters therefore medication increases the time
frame for which neurotransmitters are present at the arousal threshold, thus increasing
the concentration time of an ADHD child. By increasing the number of NMDA receptors
and alpha-receptors we improve the synaptic plasticity and we increase the ADHD childs
ability to focus. However, taking ADHD medication can have serious side effects and
there is a potential for abuse. As these medications are performance enhancing drugs
and therefore should be regulated and controlled carefully. The Medication starts working
quickly when it is taken, therefore the lag time is short and taking medication is quick and
convenient.

Exercise Data and Analysis

Exercise can induce permanent changes in the brain. By doing exercise we can increase
the neural network by as much as 3 times. Exercise has the potential to turn on the
NMDA receptors and therefore the plasticity of the brain increases. Physical activity
promotes the growth of new cells and blood vessel penetration thus improving their
functional efficiencies. It also increases the amount of grey and white matter in the brain;
Teresa Luis-Ambrose proved this.
The newly made blood vessels grow from preexisting blood vessels. Thus the newly
formed neurons integrate themselves into the neural network and then they become
functional. The neurotransmitter dopamine levels are also regulated through exercise.
In a study conducted by Barnes, he proved that the cardiorespiratory fitness is linked to a
variety of cognitive domains / performances such as working memory, attention and
mental functioning.
Aerobic fitness improves cognitive/ cardiovascular functions. The improved
cardiovascular functions are associated with better attention. Voss MW found that the
regional connectivity in the brain and peripheral nervous system is increased. This
increase in the neural network indicates a massive change in the brain and peripheral l
nervous system thus implying better focus and attention
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[Figure 6: Image showing areas of the brain where grey matter has increased due to
exercise from http://www.vchri.ca/sites/default/files/Teresa-Liu-Ambrose-ExerciseLSC.pdf]

Figure 6 is three brain scan of an individual that is about to undergo or has undergone
exercise over a long period of time. High fit indicates that the person has high fitness
levels and therefore the individual exercises a lot. Low fit indicates that the individual has
low fitness levels and therefore the individual does not exercise often. The parts of the
brain scan that is highlighted in red indicates parts of the brain where there is growth.
When comparing the 1st and 2nd brain scans of the individual they have high fitness levels
compared to when they have low fitness levels in the 3 rd brain scan. It can be concluded
that the children with high fitness levels have more areas of the brain that is undergoing
growth than when the individual has low fitness levels. This is expected since exercise
increases our neural network.
[Table 4: Table showing the positive and negative aspects of exercise]
Exercise
Positive Aspects

Negative Aspects

Naturally encourages the production of

neurotransmitters such as Dopamine,
norepinephrine and serotonin.
Releases endorphins which is
antidepressants
Increase in the number of brain cells
and blood vessels
Improves plasticity nervous system
and increases the connectivity
Improves self-esteem

Neurotransmitter doesnt remain in

the synapse for long periods of time.
Not everyone is inclined to exercise
Time consuming

Table 4 shows the positive and negative aspects of exercise. The positive aspects
outweigh the negative aspects by 5 to 3. Exercise is an activity that not everyone is

10

inclined towards doing and it takes up time, but by doing exercise dopamine is released
and this improves the childs self-esteem. However, exercise naturally encourages the
production of neurotransmitters and endorphins (which are antidepressants) however, the
neurotransmitters do not remain in the synapse for long periods of time. The production
of both, neurotransmitters and endorphins are important as it starts a chain effect. By
increasing the number of brain cells and blood vessels, the plasticity and connectivity
within the peripheral nervous system and the brain increases.

Analysis of Medication and Exercise

Both medication and exercise promotes the production of neurotransmitters within the
brain and peripheral nervous system, in order to control ADHD in children and to improve
their focus. By increasing the number of brain cells and blood vessels we increase the
synaptic plasticity and size of the childs brain. Exercise promotes neurotransmitters
naturally where as medication stimulates the production of neurotransmitters. However,
the neurotransmitter stimulated by medication acts quickly and lasts for longer periods of
time. Where as neurotransmitter created by doing exercise does not work quickly and it
does not last long periods of time. Medication increase the time when the
neurotransmitter is in contact with the arousal threshold by preventing the reuptake of it,
exercise simulates the production of endorphins. Some children might not be inclined to
exercise and is time consuming. Taking medication can have many side effects and
children can develop a tendency to abuse it.
Medication and exercise are similar but are also in various respects, opposite. Even
though exercise and medication are opposite they are both crucial methods that can be
used to treat a child with ADHD. A mixture of methods between medication and exercise
would be a better way of controlling ADHD as the child would reap the advantages of
both methods.

Conclusion
ADHD is a behavioral diagnosis for which there are no tests to confirm its presence in a
child. The optimal management strategy involves a holistic approach. In which cognitive
support, exercise, meditation and medication is vital when trying to control ADHD in
children. The reason for a holistic approach is that we can target the peripheral nervous
system and the brain simultaneously. Medication plays a crucial role in the management
of ADHD as it alters the neurobiological process. However, medication is reserved for
more of the moderate to severe forms of ADHD. Although medication is highly effective
and is of benefit, it has many side effects. Exercise, meditation and cognitive support
should be prescribed to all forms of ADHD. These approaches utilize the different
methods to target the same problem thus obtaining the optimal benefit for the child.

Evaluation
When looking back at my research project I realized that I had not just learnt a lot of
interesting information. Instead I realized that all the interesting information that I had
learnt would in fact not just benefit me presently but it would also be beneficial to me in
future as ADHD is something that I live with. My research project has introduced me to

11

new ways other than taking medication to control ADHD symptoms. It has allowed me to
understand ADHD and therefore I am able to take more responsibility.
I feel that more than 25 sources could have been used when researching a topic that is
as broad as ADHD. It was difficult to find information on the positive and negative aspects
of certain methods used to control ADHD in children such as meditation and cognitive
support. As both of them are still new method and not a lot of scientific research has
been done on its impact.
While collecting my data on ADHD I realized that ADHD has a psychological and physical
component to it and therefore it was hard to separate the physical from the psychological.
I also realized that when I was separating the methods into methods targeting the brain
and methods targeting the peripheral nervous system some of the information
overlapped into both areas. It was the information of medication and exercise that
overlapped into both areas. Therefore I had to change the original sub-headings of
exercise and medication from different approaches used in targeting the brain to different
approaches used in targeting the peripheral nervous system and the brain. When treating
a child the methods could vary as it depends on the parent.
I felt that tabling the positive and negative aspects would be the best way to present the
data. It was the easiest way to draw up conclusions and therefore compare the different
methods to one another.
If I were to research further into this topic I would talk to an occupational therapist and an
ADHD specialist.

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Reference list
YouTube
1. http://www.youtube.com/watch?v=-mqpdomdnH4
2. https://www.youtube.com/watch?v=m8rRzTtP7Tc
3. https://www.youtube.com/watch?v=Chr3Q6Vpcw
4. https://www.youtube.com/results?
search_query=4.%09Burnett+lectures+Dr+Russel+Barkley+
5. https://www.youtube.com/watch?v=4M9jD5a4CFE

Websites
1. http://www.vchri.ca/sites/default/files/Teresa-Liu-Ambrose-Exercise-LSC.pdf
2. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1361002/
3. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3786463/
4. http://en.wikipedia.org/wiki/Neuron
5. http://psychcentral.com/lib/neurotransmitters-involved-in-adhd/0003300
6. http://psychcentral.com/lib/side-effects-of-adhd-medications/0003782
7. http://en.wikipedia.org/wiki/Methylphenidate
8. http://www.healthcentral/encyclopedia/408/639.html
9. http://www.healthline.com/health/adhd/drugs-treatment
10.

http://en.wikipedia.org/wiki/Attention_deficit_hyperactivity_disorder_managem
ent

11.

http://en.wikipedia.org/wiki/Attention_deficit_hyperactivity_disorder#Brain_stru
cture

12.

http://en.wikipedia.org/wiki/NMDA_receptor

13.

http://pharmacologycorner.com/alpha-receptors-1-2/

14.

http://en.wikipedia.org/wiki/Attention_deficit_hyperactivity_disorder

15.

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1361002/#!po=41.6667

16. http://www.nlm.nih.gov/medlineplus/attentiondeficithyperactivitydisorder.html#c
at5

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