Complementary and alternative medicines (CAM) for attention-deficit / hyperactivity disorder (ADHD) in children

A review

https://doi.org/10.53730/ijhs.v6nS4.10685

Authors

  • F N U Shanjuvigasini PhD Research Scholar, Department of Rehabilitation Science, Holy Cross College (Autonomous), Tiruchirappalli, Affiliated to Bharathidasan University. Special Education Dept. Chair & teacher, Hillcrest High School, Greenville County Schools, USA
  • Swarnakumari Pitchai Associate Professor, Department of Rehabilitation Science, Holy Cross College (Autonomous), Tiruchirappalli, Affiliated to Bharathidasan University
  • Bridget Hollis Staten Professor, Department of Human Services, Rehabilitation Counseling Program Coordinator, South Carolina State University, USA

Keywords:

ADHD, CAM, yoga, homeopathy, non-pharmacological, interventions

Abstract

ADHD is one of the most common neurodevelopmental disorders in children that persist into adulthood. Commonly used medications, like stimulants, have serious side effects and short-lived effects, which limit their usage to a small group of children. This predicament leaves room for the exploration of various Complementary Alternative Medicines (CAM) and their efficacy in the place of pharmacological treatment or as an add-on treatment to reduce the dosage of stimulant medication. The absence of side effects draws parents to CAM. Some of the standard CAM therapies discussed in this article are dietary changes, behavioral changes, academic or school-based interventions, homeopathy, Traditional Chinese Medicine, Chinese Herbal Medicine, Cognitive training, Cognitive Behavior Therapy, Neurofeedback, Meditation, and yoga. Though the efficacy of the non-pharmacological treatments is still conflicting, parents continue to try out these Complementary and Alternative Medicines and Therapies and report improvements in ADHD symptoms and behavioral and academic gains.

Downloads

Download data is not yet available.

References

American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, 5th Edition: DSM-5. American Psychiatric Association. https://www.medicinenet.com/adhd_children_pictures_slideshow/article.htm

Batra, M. (2013). Attention-Deficit Hyperactivity Disorder and Homeopathy. Journal of Homeopathic and Ayurvedic Medicine.

Bhandari, S. (2021). Complementary and Alternative Treatments for Childhood ADHD. WebMD.

Burgess, S. L. (2017). The Impact of Capturing Kids’ Hearts on New Teachers’ Perceptions of Classroom Management. proquest.

Centers for Disease Control and Prevention. (2015). Centers for Disease Control and Prevention. http://www.cdc.gov/ncbddd/adhd/facts.html

Chan, E. (2002). The role of complementary and alternative medicine in attention-deficit hyperactivity disorder. Journal of Developmental and Behavioral Pediatrics, 37–45.

Corralejo, S., Jensen, S., Greathouse, A., & Ward, L. (2018). Parameters of Time-out: Research Update and Comparison to Parenting Programs, Books, and Online Recommendations. Behavior Therapy, 99–112.

Dendy, C. A. (2006). Teenagers with ADD and ADHD. Woodbine House.

EndeavorRx. (2022). Why EndeavorRx? https://www.endeavorrx.com/

Enriquez-Geppert, S., Smit, D., Pimenta, M., & Arns, M. (2019). Neurofeedback as a Treatment Intervention in ADHD: Current Evidence and Practice. Current Psychiatry Report.

Evans, S., Owens, J., Wymbs, B., & Ray, A. (2018). Evidence-Based Psychosocial Treatments for Children and Adolescents With Attention Deficit/Hyperactivity Disorder. Journal of Clinical Child & Adolescent Psychology.

Feingold, B. (1985). Why Your Child Is Hyperactive. Random House.

Feuerstein, G. (2003). The Deeper Dimension of Yoga: Theory and Practice. Shambhala.

Haguenauer, M., Fargier, P., Legreneur, P., Dufour, A.-B., Cogerino, G., Begon, M., & Monteil, K. (2005). Short-Term Effects of Using Verbal Instructions and Demonstration at the Beginning of Learning a Complex Skill in Figure Skating. Perceptual and Motor Skills.

Knouse, L. E. (2014). Cognitive-Behavioral Therapies for ADHD. University of Richmond.

Landau, R. J., & Macleish, R. J. (1988). When does time-out become seclusion, and what must be done when this line is crossed. Residential Treatment for Children and Youth.

Leijten, P., Gardner, F., Melendez-Torres, G. J., van Aar, J., Hutchings, J., Schulz, S., Knerr, W., & Overbeek, G. (2019). Meta-Analyses: Key Parenting Program Components for Disruptive Child Behavior. Journal of the American Academy of Child and Adolescent Psychiatry, 58(2), 180–190.

Lockett, E. (2021). Sugar and ADHD: What’s the Connection? Healthline.Com.

Malacrida, C. (2005). Discipline and dehumanization in a total institution: Institutional survivors’ descriptions of Time-Out Rooms. Disability & Society.

Mary, W. a. (2017). Classroom Interventions. Training & Technical Assistance Center.

Montgomery, P. (2021). Umbrella summary: Behavior modeling training. Quality Improvement Center for Workforce Development.

Ni, X., Zhang-James, Y., Han, X., Lei, S., Sun, J., & Zhou, R. (2014). Traditional Chinese medicine in the treatment of ADHD: a review. Child Adolescent Psychiatric Clinics of North America.

Osland, S. T., Steeves, T. D., & Pringsheim, T. (2018). Pharmacological treatment for attention deficit hyperactivity disorder (ADHD) in children with comorbid tic disorders. Cochrane Database Syst Rev.

Paul, M. (2021). Behavior Modeling Training. QIC-WD.

Serwacki, M., & Cook-Cottone, C. (2012). Yoga in the Schools: A Systematic Review of the Literature. International Journal of Yoga Therapy, 22, 101–110. https://doi.org/10.17761/ijyt.22.1.7716244t75u4l702

Shrestha, M., Lautenschleger, J., & Soares, N. (2020). Non-pharmacologic management of attention-deficit/hyperactivity disorder in children and adolescents: a review. Translational Pediatrics.

Sinha, D., & Efron, D. (2005). Complementary and alternative medicine use in children with attention deficit hyperactivity disorder. Journal of Pediatric Child Health.

Sofija, G., & Ivan, T. (2018). Quality of life in children with disabilities placed in foster families. International Journal of Health & Medical Sciences, 1(1), 18-27. https://doi.org/10.31295/ijhms.v1n1.35

Suryasa, I. W., Rodríguez-Gámez, M., & Koldoris, T. (2021). Health and treatment of diabetes mellitus. International Journal of Health Sciences, 5(1), i-v. https://doi.org/10.53730/ijhs.v5n1.2864

Taylor, P. J., Russ-Eft, D. F., & Chan, D. W. L. (2005). A meta-analytic review of behavior modeling training. The Journal of Applied Psychology, 90(4), 692–709.

Thomas, R., Sanders, S., Doust, J., Beller, E., & Glasziou, P. (2015). Prevalence of Attention-Deficit/Hyperactivity Disorder: A Systematic Review and Meta-analysis. Pediatrics. Pediatrics.

Tofel-Grehl, C., & Feldon, D. F. (2013). Cognitive Task Analysis–Based Training: A Meta-Analysis of Studies. Journal of Cognitive Engineering and Decision Making, 7(3), 293–304. https://doi.org/10.1177/1555343412474821

Whelan, C. (2021). 8 Tips for ADHD Meditation. Healthline. https://www.healthline.com:

Published

14-07-2022

How to Cite

Shanjuvigasini, F. N. U., Pitchai, S., & Staten, B. H. (2022). Complementary and alternative medicines (CAM) for attention-deficit / hyperactivity disorder (ADHD) in children: A review. International Journal of Health Sciences, 6(S4), 8958–8967. https://doi.org/10.53730/ijhs.v6nS4.10685

Issue

Section

Peer Review Articles