Emotional and Behavioral Effects of an Online Self-Reflective Meditation Program in Youth With ADHD: A Randomized Clinical Trial
Seung Ah Lee, MiRa Yun, Hani Lee, In-Soo Lee, In Sook Jang, Soon-Beom HongBackground
Children and adolescents with attention deficit hyperactivity disorder (ADHD) often experience comorbid emotional and behavioral difficulties, yet evidence for meditation-based interventions remains limited. This randomized controlled trial evaluated the effectiveness of an online self-reflective meditation program (True Self Meditation; TSM) on emotional, behavioral, and attentional outcomes in youth with ADHD.
Methods
Forty youth with ADHD were randomly assigned to a 12-week online TSM program or a wait-list control group. Assessments were conducted at pre-intervention, post-intervention, and 12-week follow-up using standardized questionnaires (the Child Behavior Checklist, Youth Self-Report, State-Trait Anxiety Inventory for Children, and etc.) and neurocognitive tests including the Continuous Performance Test (CPT).
Results
Between-group analyses revealed no significant improvements on externalizing or internalizing problems. However, the TSM group showed a significant and sustained reduction in trait anxiety. Within-group pooled analyses indicated additional improvements in self-reported internalizing problems (delayed effect) and commission errors on the CPT, accompanied by increased response times, suggesting more deliberate responding.
Conclusions
TSM exhibited selective effects on internal emotional processes, particularly trait anxiety, rather than on externally observable behavioral symptoms. These findings suggest that TSM may serve as a complementary intervention for anxiety-related difficulties in youth with ADHD, warranting further investigation in larger controlled trials.