The effect of dietary approaches to stop hypertension (DASH) diet on attention-deficit hyperactivity disorder (ADHD) symptoms: a randomized controlled clinical trial

Background The dietary approaches to stop hypertension (DASH) diet have several components like high amounts of fruits, vegetables, low-fat dairy products, and vitamin C and low amounts of simple sugars that might improve attention-deficit hyperactivity disorder (ADHD) symptoms. We aimed to investig...

Full description

Saved in:
Bibliographic Details
Published in:European journal of nutrition 2021-10, Vol.60 (7), p.3647-3658
Main Authors: Khoshbakht, Yadollah, Moghtaderi, Fatemeh, Bidaki, Reza, Hosseinzadeh, Mahdieh, Salehi-Abargouei, Amin
Format: Article
Language:English
Subjects:
Ascorbic acid
Attention deficit hyperactivity disorder
Chemistry
Chemistry and Materials Science
Children
Clinical trials
Dairy products
Diet
Hyperactivity
Hypertension
IRCT
IRCT20130223012571N6
Nutrition
Original Contribution
Registration
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Background The dietary approaches to stop hypertension (DASH) diet have several components like high amounts of fruits, vegetables, low-fat dairy products, and vitamin C and low amounts of simple sugars that might improve attention-deficit hyperactivity disorder (ADHD) symptoms. We aimed to investigate the effect of a DASH diet on children (aged 6–12 years) with ADHD, for the first time. Methods Participants were randomized to receive a DASH or a control diet for 12 weeks. The severity of ADHD symptoms [determined by abbreviated 10-item Conner’s scale (ACS), 18-item Swanson, Nolan and Pelham (SNAP-IV) scale and strengths and difficulties questionnaire (SDQ)] were assessed every four weeks. Results Eighty children completed the study. After adjustment for confounders, parent (− 4.71 for the DASH group vs. − 3 for the control group) and teacher-reported (− 5.35 vs. − 1.87) ACS scores, parent-, teacher-, child-reported hyperactivity (− 1.40 vs. − 0.66, − 1.95 vs. -0.63, − 1.60 vs. − 0.43, respectively), emotional symptoms (− 1.50 vs. − 0.45, − 1.42 vs. − 0.63, and − 1.09 vs. − 0.61, respectively), and total SDQ scores (− 3.81 vs. − 1.65, − 4.11 vs. − 1.23, − 4.44 vs. − 1.26, respectively), teacher-reported of conduct problems (− 1.42 vs. − 0.63), peer relationship problems (− 0.87 vs. − 0.07), and prosocial behaviors (1.36 vs. 0.08) assessed by the SDQ were significantly improved in the DASH group compared with the control group ( P  
ISSN:1436-6207
1436-6215
DOI:10.1007/s00394-021-02527-x