Table 4.
Teacher measurements at start and end of the few-foods diet (per protocol) in groups of children with and without taking medication at start.
| Children with ADHD-medication at start (n=8*) | Children without ADHD-medication at start (n=10) | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Start | End | Mean difference start-end (95% CI) |
p value1 | %SR | Cohen’s d | Start | end | Mean difference start-end (95% CI) |
p value1 | %SR | Cohen’s d | |
| Abbreviated Conners’ scale | ||||||||||||
| Score (0-30) | 9.1 (5.2) |
10.4 (5.3) |
-1.3 (-7.2–4.7) |
0.64 | -14.3 | -0.25 | 19.3 (4.7) |
12.3 (7.5) |
7.0 (2.6–11.4) |
<0.01 | 36.3 | 1.12 |
| ADHD rating scale | ||||||||||||
| Teacher total score (0–54) | 16.4 (11.1) |
22.1 (11.3) |
-5.8 (-18.9–7.4) |
0.33 | -35.4 | -0.51 | 37.1 (10.1) |
27.8 (13.1) |
9.3 (2.2–16.4) |
<0.05 | 25.1 | 0.80 |
| Teacher inattention score (0–27) |
8.5 (6.8) |
12.5 (5.8) |
-4.0 (-9.4–1.4) |
0.13 | -47.1 | -0.63 | 20.9 (6.5) |
14.4 (7.4) |
6.5 (2.3–10.7) |
<0.01 | 31.1 | 0.93 |
| Teacher hyperactivity and impulsivity score (0–27) |
7.9 (5.6) |
9.6 (7.4) |
-1.8 (-10.2–6.7) |
0.64 | -21.5 | -0.26 | 16.2 (7.9) |
13.4 (8.6) |
2.8 (-1.1–6.7) |
0.14 | 17.3 | 0.34 |
Data are mean (SD). ADHD, attention-deficit/hyperactivity disorder; SR, scale reduction. *7 of 8 (88%) without medication at end. 1paired t-test.