Effects of Omega-3/Omega-6 fatty acids Supplemented Diet to Attention Deficit Hyperactivity Disorder - Research Paper Example

? Effects of Omega-3/Omega-6 fatty acids Supplemented Diet to Attention Deficit Hyperactivity Disorder Here and Heather Walen-Frederick Walden University Date Goes Here Abstract The study aims to assess the effectiveness of an Omega-3/Omega-6 Fatty Acids supplemented diet in relieving patients of Attention Deficit Hyperactivity Disorder symptoms. Participants in the trial were subjected to a placebo-controlled test over a period of three months and tested by an investigator in terms of their ADHD symptoms. T test was used to test for significant differences between the control and treatment groups. Results of the study show significant promise in alleviating some ADHD symptoms among patients. Introduction Attention deficit hyperactivity disorder (ADHD) is a condition characterized by inattentiveness, impulsiveness, and hyperactivity in children (Millichap, 2009). In addition to these behavioral problems, children with ADHD also tend to suffer from a number of learning disabilities. In 1985, a research published by Howell, Huessy, and Hussak looked into the general characteristics of children who exhibited and did not exhibit behaviors that were characteristic of attention deficit disorder (ADD). Moreover, their corresponding performances in their academics were noted down and investigated. Their study showed that there was a significant difference between the academic and social performance of normal students and those diagnosed with ADD. Recent studies have connected the lack of certain fatty acids in patients suffering from Attention Deficit Hyperactivity Disorder (ADHD) (Millichap, 2009). These fatty acids are hypothesized to aid in the transmission of messages among neurons (Johnson, Ostlund, Fransson, Kadesjo, & Gillberg, 2008) and thus, their absence results in a number of learning disorders that are manifested by people suffering from ADHD. It is further hypothesized that the supplementation of specific fatty acids in the diets of ADHD patients may help reduce a number of symptoms. A recently published article by Richardson and Puri (2002) used a randomized double-blind, placebo controlled study of the effects of such a supplementation. In their study, they investigated the effects of supplementing 41 children aged 8 to 12 with highly unsaturated fatty acids. Their study found that those treated with the supplementation manifested a decreased presence of ADHD-related symptoms. Method Participants Participants were 216 students (54% boys, 46% girls) from one of 18 schools in northwestern Vermont. The schools were chosen in such a way to produce a reasonable cross section of rural schools within 40 miles of Burlington, VT. Age at first assessment, family background, racial/ethnic identity and other background variables were not assessed. Procedure All participants were part of a larger study conducted by Howell, Huessy, and Hassuk (1985). The original study began with 501 children in the second grade and consisted of six stages of data collection: 2nd grade, 4th grade, 5th grade, 9th grade, 12th grade, and 3 years post graduation. The first three assessments were collected via the child’s current teacher, the second two assessments were collected via school records and the final assessment was an extensive interview. Due to normal attrition, the sample size was reduced to 352 children by the end of the fifth grade. The present study utilizes data collected during all six collection periods and includes only those for whom complete data is available (N = 216). Measures Gender. The gender of the child was collected via a questionnaire completed by the child’s second grade teacher. Grade repetition. Whether or not the child repeated a grade during high school was assessed via school records at the end of the 12th grade. English level. The level of English class the child was enrolled in was assessed via the school record in the ninth grade. The three categories were: remedial, general and college preparatory. English grade. The grade the child received in English during the ninth grade was assessed via school records. Grades were: A, B, C, D, or F. Social adjustment problems. Whether or not the child exhibited any social adjustment problems in the ninth grade was assessed via school records. A child was considered to have a social adjustment problem if there were at least two notations in the record of infractions like disruptive classroom behavior, truancy, or setting fires in trash cans. High school dropout status. Whether or not the participant dropped out before completing high school was obtained from the interview conducted approximately three years post high school graduation. ADD-like behavior score. ADD-like behavior score is the average of three scores obtained during the second, fourth and fifth grades. Each child’s current teacher was asked to complete the form. The diagnostic instrument was a 21-item questionnaire that tapped behavioral components commonly associated with ADD. Teachers rated each child on a scale from 1 (low behavior) to 5 (high behavior), where 3 indicated an “average” level of behavior. For each of the three assessments, the 21 items were summed to obtain a total score. The score used in the present study reflect an average of these three assessments. Howell et al. (1985) reported high reliability (Cronbach’s alpha ranged from .93–.96 across the three assessments), and good validity for the measure. Intelligence quotient (IQ). IQ was assessed via a group administered Intelligence Test. Grade point average (GPA). Overall high school GPA was collected from school records at the end of the 12th grade. GPA was calculated using the following scale: A=4, B=3, C=2, D=1, F=0. Results Table 1 General characteristics of participants Characteristics Frequency Percent Gender Male 116 53.7 Female 100 46.3 Repeated Grade? No 196 90.7 Yes 20 9.3 9th Grade English Level College Prep 29 13.4 General 154 71.3 Remedial 33 15.3 9th Grade English Grade F 3 1.4 D 25 11.6 C 78 36.1 B 82 38.0 A 28 13.0 Total 216 100.0 Table 2 Academic standing of participants Mean (SD) Social Adjustment Problems in 9th Grade? 0.12 (0.32) Dropped out of High School? 0.09 (0.29) ADD-like behavior score (mean of 3) 52.85 (10.45) IQ Score 102.35 (12.56) GPA in 9th Grade 2.44 (0.85) References: Burgess, J., Stevens, L., Zhang, W., & Peck, L. (2000). Long-chain polyunsaturated fatty acids on children with attention deficit hyperactivity disorder. American Journal of Clinical Nutrition , 71, 3275-3305. Howell, D. C., Huessy, H. R., & Hussak, B. (1985). Fifteen-year follow-up of a behavioral history of attention deficit disorder. Pediatrics , 76, 185-90. Johnson, M., Ostlund, S., Fransson, G., Kadesjo, B., & Gillberg, C. (2008). Omega-3/Omega-6 fatty acids for attention deficit hyperactivity disorder:A randomized placebo-controlled trial in children and adolescents. Journal of Attention Disorders , 12 (5), 394-401. Millichap, G. (2009). Attention deficit hyperactivity handbook: A physician's guide to ADHD. Springer. Richardson, A., & Puri, B. (2002). A randomized double-blind, placebo-controlled study of the effects of supplementation with highly unsaturated fatty acids on ADHD-related symptoms on children with specific learning difficulties. Progress on Neuro-Psychopharmacology & Biological Psychiatry , 26, 233-239. Appendix: Gender Frequency Percent Valid Percent Cumulative Percent Valid Male 116 53.7 53.7 53.7 Female 100 46.3 46.3 100.0 Total 216 100.0 100.0 Repeated Grade? Frequency Percent Valid Percent Cumulative Percent Valid No 196 90.7 90.7 90.7 Yes 20 9.3 9.3 100.0 Total 216 100.0 100.0 9th Grade English Level Frequency Percent Valid Percent Cumulative Percent Valid College Prep 29 13.4 13.4 13.4 General 154 71.3 71.3 84.7 Remedial 33 15.3 15.3 100.0 Total 216 100.0 100.0 9th Grade English Grade Frequency Percent Valid Percent Cumulative Percent Valid F 3 1.4 1.4 1.4 D 25 11.6 11.6 13.0 C 78 36.1 36.1 49.1 B 82 38.0 38.0 87.0 A 28 13.0 13.0 100.0 Total 216 100.0 100.0 Descriptive Statistics N Minimum Maximum Mean Std. Deviation Social Adjustment Problems in 9th Grade? 216 .00 1.00 .1157 .32066 Dropped out of High School? 216 .00 1.00 .0926 .29053 ADD-like behavior score (mean of 3) 216 24.67 76.67 52.8480 10.45221 IQ Score 216 55.00 137.00 102.3542 12.55762 GPA in 9th Grade 216 .25 4.00 2.4386 .84507 Valid N (listwise) 216 Read More