Hawaiian punch case study

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Hawaiian punch case study

Received Apr 29; Accepted Oct Abstract Introduction In clinical studies of adults and children, broad-spectrum micronutrients minerals and vitamins have proven beneficial for improving mood regulation and attention. We report here pilot work whose primary objective was to evaluate the feasibility of studying micronutrient treatment in school-aged children with emotional and behavioral problems.

Issues examined included feasibility of participant recruitment from a culturally diverse population, probability of sample retention for a week trial, acceptability of the outcome measures, supplement adherence, as well as trends in treatment benefit.

Case presentation The families of two boys ages 5 and 6 and one girl age 14 were invited to participate in a week pilot trial of micronutrients carried out during the summer months. All children were enrolled in the private school at which future research was being considered.

During the previous school year, all three had been extremely difficult to educate due to Hawaiian punch case study inability to pay attention and learn, as well as their behavior problems.

Although the two younger children had not been formally diagnosed, parents and teachers provided reports of hyperactivity and inability to focus on education in the classroom.

Hawaiian punch case study

The oldest child Hawaiian punch case study often aggressive, and had been diagnosed with bipolar disorder, attention deficit hyperactivity disorder, and oppositional defiant disorder. All three children were Hispanic and spoke both Spanish and English.

Parent interviews confirmed the weekly scores.

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Several feasibility questions were answered: Conclusions Family physicians and pediatricians are often confronted with the challenge of improving the lives of families whose children experience school crises due to emotional and behavioral dysregulation. Three children, who participated in pilot work to determine the feasibility of further investigations, experienced impressive changes that clearly warrant both research and clinical exploration.

Even very intelligent children who lack this self-regulation may struggle in school, and may be faced with multiple disciplinary incidents or even expulsion. The Learning Curve Academy in north central Florida is an independent school established in It is an inclusion school and serves typically developing children as well as disabled children and children diagnosed with learning and behavioral problems.

Approximately 50 children are enrolled in grades kindergarten to grade 12 in this private school, and many of them receive specialized services. Most had previously failed in the public school system, where assessments by social workers and psychologists resulted in Individual Educational Plans IEPs.

The tuition fees for all three children were heavily subsidized by the state government because of the severity of their learning and behavioral problems, or because their families live at or below poverty level.

Although school staff members focus primarily on education and fulfillment of IEP goals, the significant emotional and behavioral problems in the classroom often prevent successful achievement. In the last 15 years, several studies have demonstrated that nutrient supplementation for school-aged children can improve their attention and emotional self-regulation, as well as decrease behavioral problems and disciplinary events.

Outside the classroom, research by Harding and colleagues showed improved self-regulation in children diagnosed with ADHD or bipolar disorder who were treated with minerals and vitamins [ 2 ].

In fact, the improvements in ADHD symptomatology in 20 children given a range of dietary nutrients over a 4-week period were similar in magnitude to the changes obtained from methylphenidate.

A randomized, placebo-controlled trial RCT by Katz et al. The children taking the active ingredients exhibited significant improvements on all TOVA subscales whereas those taking the placebo did not change.

These studies are intriguing, but it is difficult to generalize from any of them as the nutrient treatments have varied so much across investigations.

However, there are now several reports using a single broad-spectrum formula of minerals and vitamins EMPowerplus 1 in children with emotional and behavioral dysregulation.

Kaplan and colleagues conducted an open-label trial of this formula with children with a variety of psychiatric disorders, including ADHD, bipolar disorder, anxiety, and oppositional defiant disorder [ 4 ]. Six of the 11 children in the trial met criteria for ADHD, one of whom dropped out.

Later, Rucklidge et al.

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This 8-week trial resulted in significant improvements in emotion regulation. This study included 80 adults with ADHD, half randomized to micronutrients and half to placebo.

Those who received the micronutrient treatment reported greater change in the key areas of ADHD symptoms attention, hyperactivity and impulsivity than those who received the placebo. As there is now an increasing body of literature on this one micronutrient formula, enabling comparisons and generalizations across studies, we decided to revisit the classroom environment studied by Schoenthaler over 15 years ago, and determine whether this formula should be studied systematically for its potential benefit for self-regulation in schoolchildren.

Prior to doing so, it was important to evaluate several issues related to feasibility of pursuing this line of research, including feasibility of participant recruitment from a culturally diverse population, probability of sample retention for a week trial, acceptability of the outcome measures, and supplement adherence.

The results of this feasibility pilot study are reported here, including the trends in treatment response.

Case presentation Participants The three children who participated in this pilot study were ones who had had extremely challenging problems with classroom attention and behavior during the previous school year, happened to be available during the summer months, and were willing to participate.

None was receiving any other treatments or interventions during their participation in this pilot study. At the time of the trial, the three children were aged 5 male6 maleand 14 female years.

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