HeartMath Research: The Effects on Children with AD/HD
Study Design
Background
Hunter Kane, in collaboration with its client Plessington Technical College, and CDR Ltd, have been working, during the 2005/6 academic year with 100 students statemented with AD/HD. Initial work in Mexico indicated a significant reduction in the need for Ritalin use, post HeartMath.
Hunter Kane has created a ground breaking study to monitor the effects of their training programme on this group.
This project is due to complete at the end of the Summer Term ‘06, and full results will be published shortly thereafter.
The Protocol
This is a double blind placebo controlled research study. The specific hypothesis is that behavioural training improves aspects of cognitive function, post training, as measured by CDR, to a significance p>0.05 in the intervention group (i.e. that the effect can not be attributed to chance).
The Hunter Kane project research team, working with Plessington Technical College, identified 100 Students, from year groups 6 & 7 (ages 10-12), statemented with AD/HD. Selection was made using the Connors Scales, in conjunction with Wirral Children Services.
All children received a non-invasive cognitive function test as well as a completing a standardised 10-minute protocol on emWave® PC/Mac Stress Relief System, which established levels of cardiovascular coherence. These tests acted as "baseline" measurements.
The children were split into two groups – those to receive HeartMath training and those to receive the placebo. Based on work published in the Journal of Autism and Developmental Disorders (Vol. 34, 5) – Use of LEGO® as a Therapeutic Medium for Improving Social Competence – Daniel B. LeGoff, the placebo used involved active participation in the free building of various LEGO® projects.
Both groups, working on an individual level with the Learning Support Research Assistant, would spend 15 mins. a day, either "playing" with LEGO or completing a single track "Lock-In" followed by one of the games in the emWave PC/Mac software.
At the end of a 6-week period, those under assessment would re-complete the same baseline measurements, as well as a teacher rated "Strengths and Difficulties" test and Connors Teacher Rating Scale – short version.
All children receiving LEGO training are also receiving HeartMath training after they have taken their 6th week test.
Interim results
Initial feedback on the efficacy of the primary hypothesis has suggested a very positive leaning in favour of the HeartMath intervention. Additionally, parents and teachers were solicited for subjected commentary.
Figure 1.
Improvement in ability to correctly identify words shown previously – a measure of long-term memory.
Figure 2.
Improvement in time taken to correctly identify words.
Commentary (from CDR Ltd)
The improvement in the ability to correctly recognise the words was statistically significant (p<0.02).
The improvement was large in magnitude, representing an increase of 50.8%, compared to the increase of 3.1% in the control population.
Importantly, the students also became faster at correctly identifying the words, which while not statistically significant, shows that accuracy was not improved at the expense of speed.
This early analysis of the data is encouraging, showing improved memory capability of the students.
Previous work has also shown HeartMath to improve long-term memory in healthy volunteers1, and the present preliminary finding is therefore consistent with previous work.
—1Bradford EJ, Wesnes KA, Brett D. Effects of peak performance training on cognitive function. Journal of Psychopharmacology 19: A44
Observations from Students, Parents and Teachers
Andrew, Age 11
"When I do HeartMath it makes me happy. It’s really good to cheer me up – if I feel sad I just do it and then I get happy. If I felt like crying before, then I wouldn’t afterwards.
A boy from my year punched me when I was waiting outside Geography. This girl told the teacher and then she sent me to her office. I was sitting there waiting and wanted to cry. I did HeartMath and I was happy again."
Mother
"I have seen a great change in Andrew’s behaviour at home. Getting to sleep has always been a problem. He never used to go to bed himself; he would stay up until he dropped. Now he uses the CD to get himself to sleep. Andrew has always had a short fuse; he doesn’t take no very easily. Now he seems to be on a more even keel, it has made our home life much easier."
English Teacher
"Andrew appears to be getting on with others in the classroom more. He has always struggled with peer relationships and remains quite odd, but he makes more of an effort now and the others are more willing to sit with him as a result. He wanders round the classroom less, and seems better within himself. Andrew is a difficult child, I expect he always will be, but HeartMath seems to have changed him without him really knowing."
Holly, Age 11
"When I had my maths test I did it when we were waiting outside and it got rid of the butterflies. It made it easier to concentrate. When you are in trouble and people tell you off, if you keep quiet instead of shouting out it calms you down.
Before you go to sleep it helps you relax, say if something has happened like my mum and my sister have fallen out or my dad has taken my playstation, and I don’t want to think about it, then the breathing and thinking helps me get to sleep"
Mother
"Holly has really enjoyed doing HeartMath; she talks about it all the time. She’s a lot calmer and can concentrate more on what she’s doing. Before she was all over the place, you know, disorganised. Now when she sits down to do her homework, she’s more focused."
Science Teacher
"Holly has settled down now, she is less fidgety. She has benefited from it, I’m sure of that. You can see it round school too – she’s not as hyper on the playground."
Josh, Age 12
"My cousin Grant winds me up, we’ve been falling out 'cos he’s been saying things about me. I used HeartMath that night and I felt happy; it takes all the bad things out of you. My Nan likes it too, we listen to the CD sometimes 'cos she thinks it calms me down."
Mother
"Josh is happier when he sets off for school. He used to always play up to stay off; you should have heard the excuses. But now he seems more comfortable with the idea of going, and doesn’t make half the fuss."
Maths Teacher
"Josh is less likely to shout out silly comments in class, something which he always used to do. He doesn’t wander around aimlessly and if I set him a specific task he will now settle down to complete it. If HeartMath has done this then it really is an excellent thing."
Jess, Age 12
"HeartMath is good it makes me happy."
Mother
"Jessica’s aggression towards her brother has calmed down a lot and she tends to remove herself from confrontation, rather than attacking him. Her sleep pattern has changed, she seems to fall asleep earlier."
English Teacher
"Jess is doing much better in lessons since doing HeartMath, her attention and concentration both seem better. She is less likely to chatter through the whole lesson, and is more responsive when asked questions."
Danny, Age 13
"I like it a lot. I don’t get into fights as much anymore."
Spanish Teacher
"Danny is less excitable. He used to squeal out in class and make funny screeching noises , but there’s less of that now. I think as far as Danny is concerned he may not notice any differences, as they are quite subtle. He’s more settled and seems more at ease in the classroom."
Mother
"Dan has been getting me to practice the breathing at home when I get upset, which I have been a lot recently. He sits down and gets me to count in for five and out for five, and tells me to think happy thoughts.
I think as far as he is concerned it has helped him no end. In the past he has shown some aggression in school, earlier this year he was always getting into trouble, and when he bit another schoolmate he got suspended. The other day though he came home and said he had walked away from a fight, and he seems less volatile when he is stressed."
Tom, Age 13
"HeartMath is great."
Mother
"Tom is showing signs of more balanced emotions and does not get as aggressive when he is frustrated. He is more pleasant to his brother and sister as he is less angry at home. He used to fly off the handle and lash out quiet regularly, but I have not seen this side to him for a while."
Support Assistant
"Tom worked very well in his English lesson today. He settled down to work remarkably quickly and hardly wanted any help off me. He completed all his work quickly and then his hand up to ask for more. This is unusual for Tom as he usually needs my help and prompting to keep him on task. I was really proud of him today."
