ADHD, Brain Functioning, and Transcendental Meditation Practice

Attention-deficit/hyperactivity disorder (ADHD)—characterized by inattentiveness, impulsivity, and hyperactivity—is diagnosed in 8% of children age 4–17 years.1 Factors associated with increased risk of ADHD include unhealthy maternal lifestyle (drinking and smoking), premature birth and low birth weight, and poor early childhood care.2–4 Some researchers also theorize that there is a genetic factor associated with ADHD.5–7 Studies identify imbalances in dopaminergic and noradrenergic systems in ADHD children,8, 9 along with developmental abnormalities in fronto-striatal circuits that lead to maladaptive response to environmental challenge. These abnormalities include (1) lower frontal metabolic rates as measured by PET10 and by MRI,11 (2) lower myelination in frontal-striatal circuits,12 and (3) lower cortical volume in left frontal and temporal areas.11, 13

ABSTRACT

This random-assignment pilot study investigated effects of Transcendental Meditation (TM) practice on task performance and brain functioning in 18 ADHD students, age 11–14 years. Students were pretested, randomly assigned to TM or delayed-start comparison groups, and posttested at 3- and 6-months. Delayed-start students learned TM after the 3-month posttest. Three months TM practice resulted in significant decreases in theta/beta ratios, increased theta coherence, a trend for increased alpha and beta1 coherence, and increased Letter Fluency. The delayed-start group similarly had decreased theta/beta ratios and increased letter fluency at the 6-month posttest, after they practiced TM for 3 months. Also, all students significantly improved on five ADHD-symptoms over the six months of the study, as reported in the parent's survey. These findings warrant additional research to assess the impact of TM practice as a nondrug treatment of ADHD.

Keywords

ADHD, brain, Transcendental Meditation, coherence, theta/beta ratios, learning disabilities