1. Kiani, B., Hadianfard, H., Mitchell, J.

T: The impact of mindfulness meditation training on

executive functions and emotion dysregulation in an Iranian sample of female adolescents
with elevated attention-deficit/hyperactivity disorder symptoms.

Abstract
Background: Mindfulness-based interventions improve a variety of clinical outcomes. Executive
functioning (EF) and emotion dysregulation are among the proposed transdiagnostic mechanisms
that such interventions are proposed to target. The aim of the current study was to evaluate the
impact of mindfulness meditation training on EF and emotion dysregulation in a sample of
female adolescents with elevations in attention-deficit/hyperactivity disorder (ADHD) symptoms
against a waitlist control condition. Method: This study adopted a mixed 2 (treatment group,
waitlist control group) × 2 (pre-test, post-test) design. Adolescent females (13–15 years old)
exhibiting elevations in ADHD symptoms according to multiple informants were randomly
assigned to a mindfulness treatment group (n = 15) or a waitlist control group (n = 15). Results:
Among EF laboratory tasks, planning and inhibition were higher in the treatment group relative
to the control group with large effect sizes at post-treatment. The treatment group also exhibited
lower scores in self-reported emotion dysregulation (total, nonacceptance of emotional responses,
and impulse control difficulties) in comparison to the waitlist control group with large effect sizes
at post-treatment. Within group pre-test and post-test comparisons indicated improvement on
particular facets of EF and emotion dysregulation only for the treatment group. Conclusions:
Mindfulness meditation training improved particular facets of EF and emotion dysregulation in
adolescent females with elevations in ADHD symptoms. Treatment development efforts should
target clinical populations that exhibit difficulties in these transdiagnostic mechanisms. © 2016
The Australian Psychological Society

2. Mitchell, J.T., McIntyre, E.M., English, J.S., Dennis, M.F., Beckham, J.C., Kollins, S.H. A
Pilot Trial of Mindfulness Meditation Training for ADHD in Adulthood: Impact on Core
Symptoms, Executive Functioning, and Emotion Dysregulation.
Abstract
Objective: Mindfulness meditation training is garnering increasing empirical interest as an
intervention for ADHD in adulthood, although no studies of mindfulness as a standalone
treatment have included a sample composed entirely of adults with ADHD or a comparison
group. The aim of this study was to assess the feasibility, acceptability, and preliminary efficacy
of mindfulness meditation for ADHD, executive functioning (EF), and emotion dysregulation
symptoms in an adult ADHD sample. Method: Adults with ADHD were stratified by ADHD
medication status and otherwise randomized into an 8-week group-based mindfulness treatment
(n = 11) or waitlist group (n = 9). Results: Treatment feasibility and acceptability were positive.
In addition, self-reported ADHD and EF symptoms (assessed in the laboratory and ecological
momentary assessment), clinician ratings of ADHD and EF symptoms, and self-reported emotion
dysregulation improved for the treatment group relative to the waitlist group over time with large
effect sizes. Improvement was not observed for EF tasks. Conclusion: Findings support
preliminary treatment efficacy, though require larger trials.

3. Huguet, A., Ruiz, D.M., Haro, J.M., Alda, J.A. A pilot study of the efficacy of a mindfulness
program for children newly diagnosed with attention-deficit hyperactivity disorder: Impact
on core symptoms and executive functions.

Abstract
Mindfulness has emerged as a new approach for treating mental disorders. The aim of this study
is to investigate preliminary efficacy of group-based mindfulness meditation training for children
on core symptoms, executive functioning and comorbidity symptoms in a children naïve
Attention-Deficit Hyperactivity Disorder (ADHD) sample. Five children aged 7-12 years newly
diagnosed with ADHD received an eight-week group-based mindfulness treatment. The program
consisted of once-per-week sessions lasting 75 minutes and daily homework assignments. The
study assessments included pre-and posttest measure of psychiatric symptoms and cognitive
functioning. Data were analyzed using Wilcoxon signed-rank test. Pre-post improvements in
ADHD symptoms and test performance on tasks measuring executive functioning were noted.
Significant results were observed in total ADHD symptoms (p= .042), anxiety symptoms (p=
.042), cognitive inhibition (p= .042) and processing speed (p= .043). In summary, although the
sample size was small, our pilot study suggests that mindfulness training for children is a feasible
intervention in at least a subset of ADHD children and may improve behavioral and
neurocognitive impairments.

4. Kechter, A., Black, D.S., Riggs, N.R., Warren, C.M., Ritt-Olson, A., Chou, C.-P., Pentz,
M.A. Factors in the Perceived Stress Scale Differentially Associate with Mindfulness
Disposition and Executive Function among Early Adolescents

Abstract
Objectives: The first aim was to test the factor structure and item-loadings of the 10-item
Perceived Stress Scale (PSS) when administered to early adolescents. The second aim was to
examine associations between PSS factors, mindfulness disposition, and executive function.
Methods: We analyzed data collected from 331 students in grade seven (M age = 12.4, 48.9%
female, 47.1% White, 26.0% Hispanic, 37.8% received free-lunch) classrooms from two
ethnically/racially and socio-economically diverse schools. Participants completed paper and
pencil self-report measures of stress (PSS), mindfulness disposition (Mindful Awareness
Attention Scale, MAAS), and executive function (Behavior Rating Inventory of Executive
Function, BRIEF). We tested the statistical association between two factors of the PSS:
perceived coping and perceived distress with MAAS and BRIEF. Results: A two-factor model of
the PSS, inclusive of perceived coping and perceived distress, fit the data better than a one-
dimensional model. MAAS and BRIEF scores were inversely associated with PSS distress
scores (β = −0.62, p < 0.0001 and β = −0.66, p< 0.0001, respectively), but not PSS coping scores
(β = −0.04, p = 0.21 and β = −0.02, p = 0.57, respectively) in a model adjusted for sex, race, and
socio-economic status. Conclusions: Two factors in the PSS emerged among early adolescents
and differentially associated with mindfulness disposition and executive function to similar
magnitudes. Findings encourage future assessment of perceived stress in a more refined manner
across developmental stages in order to examine trajectories of perceived distress versus
perceived coping in relation to mindfulness disposition and executive function.

5. Leyland, A., Emerson, L.-M., Rowse, G.Testing for an Effect of a Mindfulness Induction on
Child Executive Functions

Abstract
Several sessions of mindfulness practice can exert positive gains for child executive functions
(EF); however, the evidence for effects of a mindfulness induction, on EF for adults, is mixed and
this effect has not been tested in children. The immediate effect of an age appropriate 3-min
mindfulness induction on EF of children aged 4–7 years was tested. Participants (N = 156) were
randomly assigned to a mindfulness induction or dot-to-dot activity comparison group before
completing four measures of EF. A composite score for EF was calculated from summed z scores
of the four EF measures. A difference at baseline in behavioural difficulties between the
mindfulness induction and comparison group meant that data was analysed using a hierarchical
regression. The mindfulness induction resulted in higher average performance for the composite
EF score (M = 0.12) compared to the comparison group (M = − 0.05). Behavioural difficulties
significantly predicted 5.3% of the variance in EF performance but participation in the
mindfulness or comparison induction did not significantly affect EF. The non-significant effect of
a mindfulness induction to exert immediate effects on EF fits within broader evidence reporting
mixed effects when similar experimental designs have been used with adults. The findings are
discussed with consideration of the extent to which methodological differences may account for
these mixed effects and how mindfulness inductions fit within broader theoretical and empirical
understanding of the effects of mindfulness on EF. © 2018, The Author

6. Thierry, K.L., Vincent, R.L., Bryant, H.L., Kinder, M.B., Wise, C.L. A Self-Oriented
Mindfulness-Based Curriculum Improves Prekindergarten Students’ Executive Functions

Abstract
This study examined the impact of a mindfulness curriculum on prekindergarten students’ self-
regulation, prosocial behavior, and academic skills. The curriculum focused primarily on lessons
targeting students’ self-regulation and self-awareness. Four-year-old students from four schools
(n = 157; 97% African American and Latina/o) experienced the mindfulness curriculum over the
course of a school year, while students in four other schools (n = 139; 98% African American and
Latina/o), matched to the mindfulness schools on a number of characteristics, experienced the
business as usual curriculum. At the end of the school year, students in the mindfulness schools
showed greater improvement in executive functions than students in the business as usual control
schools (Cohen ds ranged from −.31 to −.56). No difference between the groups’ improvement on
measures of prosocial behavior and academic skills was found. Because the program focused on
self-regulation and self-awareness practices, the effects may have been restricted to executive
functions.

7. Wood, L., Roach, A.T., Kearney, M.A., Zabek, F. Enhancing executive function skills in
preschoolers through a mindfulness-based intervention: A randomized, controlled pilot study

Abstract
Executive functions (EFs) develop rapidly in preschoolers and lay an important foundation for
school readiness. One potential method of supporting EF development is through mindfulness-
based interventions (MBIs). Whereas studies with older children and adults have supported this
approach, research with young children has been more limited. In the current study, we evaluated
the effectiveness, acceptability, and feasibility of Mini-Mind, a 12-session MBI created
specifically for preschoolers. We used a randomized controlled design in a sample of 27
(intervention n = 12) preschoolers (3–5 years old). The evaluation included indirect measures of
EF skills completed by teachers who were blinded to the experimental condition of the students.
Additionally, parents, teachers, children, and facilitators provided feedback about the
acceptability and feasibility of the intervention. Findings revealed mostly nonsignificant, small-
to-medium effects in favor of the intervention group on indirect measures of EF skills.
Furthermore, Mini-Mind was rated as highly feasible and acceptable by children and
stakeholders. Overall, the findings support the implementation and continued evaluation of Mini-
Mind in more diverse settings
 8. Zelazo, P.D., Forston, J.L., Masten, A.S., Carlson, S.M. Mindfulness plus reflection training:
Effects on executive function in early childhood
Abstract
Executive function (EF) skills are essential for academic achievement, and poverty-related stress
interferes with their development. This pre-test, post-test, follow-up randomized-control trial
assessed the impact of an intervention targeting reflection and stress reduction on children's EF
skills. Preschool children (N = 218) from schools serving low-income families in two U.S. cities
were randomly assigned to one of three options delivered in 30 small-group sessions over 6
weeks: Mindfulness + Reflection training; Literacy training; or Business as Usual (BAU).
Sessions were conducted by local teachers trained in a literacy curriculum or Mindfulness +
Reflection intervention, which involved calming activities and games that provided opportunities
to practice reflection in the context of goal-directed problem solving. EF improved in all groups,
but planned contrasts indicated that the Mindfulness + Reflection group significantly
outperformed the BAU group at Follow-up (4 weeks post-test). No differences in EF were
observed between the BAU and Literacy training groups. Results suggest that a brief, small-
group, school-based intervention teaching mindfulness and reflection did not improve EF skills
more than literacy training but is promising compared to BAU for improving EF in low-income
preschool children several weeks following the intervention.

9. Mak, C., Whittingham, K., Cunnington, R., Boyd, R.N. Efficacy of Mindfulness-Based
Interventions for Attention and Executive Function in Children and Adolescents—a
Systematic Review

Abstract
The purpose of this study was to evaluate the efficacy of mindfulness-based interventions
including mindful movements such as yoga on attention and executive function in children and
adolescents. Systematic searches were conducted on five databases (PubMed, PsycINFO,
CINAHL, Web of Science, and Scopus). Included studies consisting of randomized or quasi-
randomized controlled trials with a mindfulness-based intervention were assessed for quality, and
relevant data was extracted and collated. Thirteen randomized control trials were identified as
meeting inclusion criteria, including mindfulness-based psychological interventions (n = 7), yoga
(n = 3), and traditional meditation techniques (n = 2). Studies recruited adolescents or children
that were typically developing, diagnosed with attention-deficit hyperactivity disorder, orphans,
or had reading difficulties, or in correctional schools/institutions. The quality of the 13 studies
ranged from low to high based on the PEDro (Physiotherapy Evidence Database) scale with the
average score of 6.62 out of the highest possible score of 11 (the higher the score, the higher the
quality). Five of the 13 studies found a statistically significant intervention effect for at least one
outcome measure of attention or executive function with medium to large effect sizes (0.3–
32.03). Mindfulness-based interventions are a promising approach to targeting attention and
executive function in children and adolescence, especially with the use of computerized measures
as outcome measures. All identified studies included interventions with multiple treatment
components, so the effects attributable to mindfulness-based training still remain undetermined.
Further quality trials are needed to assess the effectiveness of mindfulness-based interventions in
enhancing attention and executive function in children and adolescents.

10. Kiani, B., Hadianfard, H., Mitchell, J.T. The impact of mindfulness meditation training on
executive functions and emotion dysregulation in an Iranian sample of female adolescents
with elevated attention-deficit/hyperactivity disorder symptoms
Abstract
Background: Mindfulness-based interventions improve a variety of clinical outcomes. Executive
functioning (EF) and emotion dysregulation are among the proposed transdiagnostic mechanisms
that such interventions are proposed to target. The aim of the current study was to evaluate the
impact of mindfulness meditation training on EF and emotion dysregulation in a sample of
female adolescents with elevations in attention-deficit/hyperactivity disorder (ADHD) symptoms
against a waitlist control condition. Method: This study adopted a mixed 2 (treatment group,
waitlist control group) × 2 (pre-test, post-test) design. Adolescent females (13–15 years old)
exhibiting elevations in ADHD symptoms according to multiple informants were randomly
assigned to a mindfulness treatment group (n = 15) or a waitlist control group (n = 15). Results:
Among EF laboratory tasks, planning and inhibition were higher in the treatment group relative
to the control group with large effect sizes at post-treatment. The treatment group also exhibited
lower scores in self-reported emotion dysregulation (total, nonacceptance of emotional responses,
and impulse control difficulties) in comparison to the waitlist control group with large effect sizes
at post-treatment. Within group pre-test and post-test comparisons indicated improvement on
particular facets of EF and emotion dysregulation only for the treatment group. Conclusions:
Mindfulness meditation training improved particular facets of EF and emotion dysregulation in
adolescent females with elevations in ADHD symptoms. Treatment development efforts should
target clinical populations that exhibit difficulties in these transdiagnostic mechanisms. © 2016
The Australian Psychological Society

11. Mitchell, J.T., McIntyre, E.M., English, J.S., Dennis, M.F., Beckham, J.C., Kollins, S.H.
A Pilot Trial of Mindfulness Meditation Training for ADHD in Adulthood: Impact on Core
Symptoms, Executive Functioning, and Emotion Dysregulation

Abstract
Objective: Mindfulness meditation training is garnering increasing empirical interest as an
intervention for ADHD in adulthood, although no studies of mindfulness as a standalone
treatment have included a sample composed entirely of adults with ADHD or a comparison
group. The aim of this study was to assess the feasibility, acceptability, and preliminary efficacy
of mindfulness meditation for ADHD, executive functioning (EF), and emotion dysregulation
symptoms in an adult ADHD sample. Method: Adults with ADHD were stratified by ADHD
medication status and otherwise randomized into an 8-week group-based mindfulness treatment
(n = 11) or waitlist group (n = 9). Results: Treatment feasibility and acceptability were positive.
In addition, self-reported ADHD and EF symptoms (assessed in the laboratory and ecological
momentary assessment), clinician ratings of ADHD and EF symptoms, and self-reported emotion
dysregulation improved for the treatment group relative to the waitlist group over time with large
effect sizes. Improvement was not observed for EF tasks. Conclusion: Findings support
preliminary treatment efficacy, though require larger trials.

12. Huguet, A., Ruiz, D.M., Haro, J.M., Alda, J.A. A pilot study of the efficacy of a mindfulness
program for children newly diagnosed with attention-deficit hyperactivity disorder: Impact
on core symptoms and executive functions

Abstract
Mindfulness has emerged as a new approach for treating mental disorders. The aim of this study
is to investigate preliminary efficacy of group-based mindfulness meditation training for children
on core symptoms, executive functioning and comorbidity symptoms in a children naïve
Attention-Deficit Hyperactivity Disorder (ADHD) sample. Five children aged 7-12 years newly
diagnosed with ADHD received an eight-week group-based mindfulness treatment. The program
consisted of once-per-week sessions lasting 75 minutes and daily homework assignments. The
study assessments included pre-and posttest measure of psychiatric symptoms and cognitive
functioning. Data were analyzed using Wilcoxon signed-rank test. Pre-post improvements in
ADHD symptoms and test performance on tasks measuring executive functioning were noted.
Significant results were observed in total ADHD symptoms (p= .042), anxiety symptoms (p=
.042), cognitive inhibition (p= .042) and processing speed (p= .043). In summary, although the
sample size was small, our pilot study suggests that mindfulness training for children is a feasible
intervention in at least a subset of ADHD children and may improve behavioral and
neurocognitive impairments. © 2017 AAC.

13. Luu, K., Hall, P.A. Examining the Acute Effects of Hatha Yoga and Mindfulness Meditation
on Executive Function and Mood

Abstract
The objective of this study was to compare the acute effects of hatha yoga and mindfulness
meditation on executive function and mood. Using a within-subjects experimental design, 31
moderately experienced hatha yoga practitioners (mean age 27.71 ± 8.32) completed three
counterbalanced sessions: hatha yoga (conscious movement and meditation), meditation
(mindfulness of breath, emotions, thoughts, and body sensations), and a reading control task.
Executive function was assessed using the Stroop task at baseline and at two follow-up points (5
and 10 min post-session). Self-reported mood was measured using the Profile of Mood States
(POMS) at baseline and immediately following each session. Findings indicated that hatha yoga
(p = .002) and meditation (p = .044) both resulted in significantly improved Stroop performance,
though the two conditions did not differ significantly from each other (p = .728). The cognitive
benefits in both cases were evident at the 10-min post-session delay but not at the 5-min post-
session delay. With respect to mood outcomes, hatha yoga (p < .001) and meditation (p = .050)
both resulted in significantly improved POMS total mood scores. Hatha yoga and meditation did
not differ significantly from each other in regard to POMS total mood (p = .079), though hatha
yoga showed significantly greater benefits on the vigor-activity subscale (p = .006). Overall,
findings suggest that acute bouts of hatha yoga and mindfulness meditation benefit executive
function and mood to a similar degree.

14. Shin, H.-S., Black, D.S., Shonkoff, E.T., Riggs, N.R., Pentz, M.A. Associations Among
Dispositional Mindfulness, Self-Compassion, and Executive Function Proficiency in Early
Adolescents
Abstract
The study objective was to examine the effects of two conceptually related constructs, self-
compassion and dispositional mindfulness, on executive function (EF) proficiency among
early adolescents. Executive function refers to a set of psychological processes governing
emotional regulation, organization, and planning. While the benefits of positive psychology
appear evident for mental health and wellness, little is known about the etiological
relationship between dispositional mindfulness and self-compassion in their associations
with EF. Two hundred and ten early adolescents attending middle school (age M =
12.5 years; SD = 0.5; 21 % Hispanic, 18 % mixed/bi-racial, 47 % white, and 9 %
other/missing; 37.1 % on free lunch program) self-reported levels of dispositional
mindfulness (Mindful Attention Awareness Scale (MAAS)), self-compassion (Self-
Compassion Scale (SCS); self-judgment and self-kindness domains), and EF proficiency
(Behavior Rating Inventory of Executive Function–Self-Report (BRIEF-SR)). A sequential
 linear regression stepwise approach was taken entering the independent variables as separate
models in the following order: self-kindness, self-judgment, and dispositional mindfulness.
All models controlled for participant age and sex. SCS self-kindness was not associated with
EF proficiency, but SCS self-judgment (reverse-coded) contributed to the variance in EF (β =
0.40, p <.001). When adding MAAS to the model, MAAS scores were significantly
associated with EF (β = 0.64, p <.001) and accounted for the initial variance explained by
SCS. When considering the influence of positive psychology constructs on EF proficiency in
adolescents, the measure of dispositional mindfulness appears to outweigh that of specific
self-compassion domains, when independent of contemplative training. © 2016, Springer
Science+Business Media New York.

15. Jansen, P., Schulz, A., Nottberg, C. Influence of mindfulness-based interventions on

executive functions in childhood: A systematic review [Einfluss von achtsamkeitsbasierten
Interventionen auf Exekutive Funktionen im Kindesalter Ein systematisches Review]

Abstract
Executive functions are essential in child development. The aim of the present systematic review
was to summarize how mindfulness-based interventions affect executive functions in children.
The extensive literature research identified 331 experimental studies, 10 of which were finally
included according to the following criteria: executive functions as dependent variable,
mindfulness-based intervention as independent variable, existence of a control group, and age of
children = 13 years. The mindfulness-based interventions were highly heterogeneous with most
studies using self-developed manuals. The majority of studies compared mindfulness-based
interventions with non-active control groups (9/10) and included no follow-up assessment (9/10).
Overall, mindfulness-based interventions yielded improvements in attention, inhibition, cognitive
flexibility, and working memory compared with the control groups. In some cases, a low baseline
level in executive functions was related to stronger changes after mindfulness-based
interventions. © 2016 Hogrefe Verlag.

16. Riggs, N.R., Black, D.S., Ritt-Olson, A. Associations Between Dispositional Mindfulness
and Executive Function in Early Adolescence

Abstract
Research on mindful awareness and executive function (EF) has increased in recent years, albeit
mostly independently. Both having a unique role in the human capacity for higher-order cognitive
processing, there is scientific and practical utility in examining the interrelationships between
these cognitive constructs. The purpose of this study was to test associations between
dispositional levels of mindfulness and EF in a diverse sample of 152 early adolescents (mean
age = 12.9). Two analytic models were tested. The first tested the association between
dispositional mindfulness and a latent factor consisting of three EF processes: inhibitory control,
working memory, and cognitive flexibility. The second simultaneously tested associations
between mindfulness and each EF to determine whether associations were specific to individual
EF processes. Results demonstrated that mindfulness was significantly associated with higher
scores on the latent EF factor. When associations between mindfulness and individual EF
processes were tested, mindfulness was positively associated with inhibitory control and working
memory, but not cognitive flexibility despite a significant bivariate correlation. Findings indicate
that mindful awareness was positively associated with the executive function processes of
working memory and inhibitory control in early adolescence.
17. Viglas, M., Perlman, M. Effects of a Mindfulness-Based Program on Young Children’s
Self-Regulation, Prosocial Behavior and Hyperactivity

Abstract
Classroom environments need to provide young children with opportunities to practice self-
regulation in order to develop social and emotional competence. The effects of a mindfulness-
based program on self-regulation, prosocial behavior and hyperactivity were examined in a study
of 127 children (ages 4–6) in 8 kindergarten classrooms that were randomly assigned to either a
Mindfulness Group (n = 72) or to a Control Group (n = 55). The program consisted of 20-minute
lessons, delivered 3 times a week, for 6 weeks. The Head-Toes-Knees-Shoulders (HTKS) was
used as a direct performance-based measure of self-regulation. The teacher version of the
Strengths and Difficulties Questionnaire (SDQ) was used to assess prosocial behavior and
hyperactivity. Data were collected before (Time 1) and after (Time 2) the 6-week period of the
study intervention. Results indicated that children in the Mindfulness Group showed greater
improvement in self-regulation, F (1, 124) = 10.70, p =.001 (=.079), were more prosocial (z =
−4.152, p <.001) and less hyperactive (z = −3.377, p =.001) compared to children in the Control
Group at Time 2. This was especially true for children who had lower scores at Time 1 (HTKS;
rho = −.551, p <.001; Prosocial Behavior scale; rho = −.69, p <.001 and the Hyperactivity scale;
rho = −.39, p <.001). Results highlight the benefits of mindfulness-based programs in
kindergarten classrooms and indicate that they are particularly effective for children with
difficulties in these areas. © 2017, Springer Science+Business Media, LLC, part of Springer
Nature.

8)
Kiani, B., Hadianfard, H., Mitchell, J.T.

The impact of mindfulness meditation training on executive functions and emotion dysregulation
in an Iranian sample of female adolescents with elevated attention-deficit/hyperactivity disorder
symptoms

Abstract
Background: Mindfulness-based interventions improve a variety of clinical outcomes. Executive
functioning (EF) and emotion dysregulation are among the proposed transdiagnostic mechanisms
that such interventions are proposed to target. The aim of the current study was to evaluate the
impact of mindfulness meditation training on EF and emotion dysregulation in a sample of
female adolescents with elevations in attention-deficit/hyperactivity disorder (ADHD) symptoms
against a waitlist control condition. Method: This study adopted a mixed 2 (treatment group,
waitlist control group) × 2 (pre-test, post-test) design. Adolescent females (13–15 years old)
exhibiting elevations in ADHD symptoms according to multiple informants were randomly
assigned to a mindfulness treatment group (n = 15) or a waitlist control group (n = 15). Results:
Among EF laboratory tasks, planning and inhibition were higher in the treatment group relative
to the control group with large effect sizes at post-treatment. The treatment group also exhibited
lower scores in self-reported emotion dysregulation (total, nonacceptance of emotional responses,
and impulse control difficulties) in comparison to the waitlist control group with large effect sizes
at post-treatment. Within group pre-test and post-test comparisons indicated improvement on
particular facets of EF and emotion dysregulation only for the treatment group. Conclusions:
Mindfulness meditation training improved particular facets of EF and emotion dysregulation in
adolescent females with elevations in ADHD symptoms. Treatment development efforts should
target clinical populations that exhibit difficulties in these transdiagnostic mechanisms. © 2016
The Australian Psychological Society
9) Lo, H.H.M., Wong, S.W.L., Wong, J.Y.H., Yeung, J.W.K., Snel, E., Wong, S.Y.S.

The Effects of Family-Based Mindfulness Intervention on ADHD Symptomology in Young

Children and Their Parents: A Randomized Control Trial

Abstract
Objective: The aim of the study is to investigate the feasibility of a family-based mindfulness
intervention in improving children with inattention and hyperactivity symptoms. Method: A total
of 100 children aged 5 to 7 years with ADHD symptoms and their parents were randomly
assigned to a family-based mindfulness intervention (n = 50) or a wait-list control group (n = 50).
Results: Families from intervention group had greater improvements in children’s ADHD
symptoms, with medium effect sizes of −0.60 for inattention and −0.59 for hyperactivity; overall
behaviors; and parenting stress and well-being than those in wait-list control group. Conclusion:
The positive results on the child primary outcome measures have provided initial evidence of the
family-based mindfulness intervention as a treatment option to ADHD. The reduction of parental
stress and increase in psychological well-being has demonstrated the value of mindfulness in
enhancing parent’s self-management. © 2017, The Author(s) 2017.

10) Mitchell, J.T., McIntyre, E.M., English, J.S., Dennis, M.F., Beckham, J.C., Kollins, S.H.

A Pilot Trial of Mindfulness Meditation Training for ADHD in Adulthood: Impact on Core
Symptoms, Executive Functioning, and Emotion Dysregulation

Abstract
Objective: Mindfulness meditation training is garnering increasing empirical interest as an
intervention for ADHD in adulthood, although no studies of mindfulness as a standalone
treatment have included a sample composed entirely of adults with ADHD or a comparison
group. The aim of this study was to assess the feasibility, acceptability, and preliminary efficacy
of mindfulness meditation for ADHD, executive functioning (EF), and emotion dysregulation
symptoms in an adult ADHD sample. Method: Adults with ADHD were stratified by ADHD
medication status and otherwise randomized into an 8-week group-based mindfulness treatment
(n = 11) or waitlist group (n = 9). Results: Treatment feasibility and acceptability were positive.
In addition, self-reported ADHD and EF symptoms (assessed in the laboratory and ecological
momentary assessment), clinician ratings of ADHD and EF symptoms, and self-reported emotion
dysregulation improved for the treatment group relative to the waitlist group over time with large
effect sizes. Improvement was not observed for EF tasks. Conclusion: Findings support
preliminary treatment efficacy, though require larger trials.