Do brief mindfulness training and attention training games improve self control in 6-10 year-old children adopted internationally?

Not Applicable

Completed

• Conditions: Self-regulation; Mental and Behavioural Disorders

• Registration Number: ISRCTN17744284
• Lead Sponsor: niversity of Minnesota

Brief Summary

2019 results in: https://www.ncbi.nlm.nih.gov/pubmed/30698120

Detailed Description

Not available

Study Timeline

• Results First Posted: 1900-01-01
• Study Completion: 2015-09-04
• Study Start: 2016-07-18
• Last Update Posted: 4 March 2019

Recruitment & Eligibility

• Status: Completed
• Sex: All
• Target Recruitment: 105

Inclusion Criteria

1. Internationally adopted
2. Aged between 6 and 10 years old at the start of the intervention
3. The family lives within a 50-mile radius of the university campus where the study takes place

Exclusion Criteria

1. A diagnosis of fetal alcohol syndrome, autism spectrum disorders, or severe cognitive impairment
2. Children with extensive yoga or traditional martial arts participation were excluded (due to the mindfulness components of each)

Study & Design

• Study Type: Interventional
• Study Design: Not specified

Primary Outcome Measures

Name	Time	Method
<br> 1. Inhibitory control is measured using the Dinky Toys task at baseline and 1-2 weeks post intervention<br> 2. Delay of gratification is measured using the Star Game at baseline and 1-2 weeks post intervention<br> 3. Selective attention is measured using the Color Flanker Task at baseline and 1-2 weeks post intervention<br> 4. Emotion regulation is measured by experimenter (blind to condition) rating of participant behavior over the course of the testing session at baseline and 1-2 weeks post intervention<br> 5. Event-related potentials measured by EEG during Color Flanker Task at baseline and 1-2 weeks post intervention<br> 6. Child internalizing and externalizing symptoms measured using the MacArthur Health and Behavior Questionnaire at baseline and 1-2 weeks post intervention<br>

Secondary Outcome Measures

Name	Time	Method
<br> 1. Emotional regulation and emotion lability are measured using the Emotion-regulation Checklist (ERC) 4 months post intervention (rated by classroom teachers)<br> 2. Emotional problems and hyperactivity/inattention problems are measured using the Strengths and Difficulties Questionnaire: (SDQ) 4 months post intervention (rated by classroom teachers)<br>