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Gepubliceerd in: Mindfulness 1/2016

28-06-2015 | ORIGINAL PAPER

Effects of Samatha Meditation on Active Academic Engagement and Math Performance of Students with Attention Deficit/Hyperactivity Disorder

Auteurs: Nirbhay N. Singh, Giulio E. Lancioni, Bryan T. Karazsia, Joshua C. Felver, Rachel E. Myers, Kristen Nugent

Gepubliceerd in: Mindfulness | Uitgave 1/2016

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Abstract

Students with attention deficit/hyperactivity disorder (ADHD) often do not actively engage in academic instruction because they have difficulty in attending to task demands in the classroom. Without adequate intervention, this may result in poor academic outcomes for these students. In a multiple baseline design study, we taught four 5th-grade students Samatha meditation and assessed active engagement in math instruction and the percentage of math problems correctly solved during baseline, meditation training, and meditation practice phases. Results showed the students had varying but low percentages of intervals of active engagement in math instruction during baseline, but evidenced statistically significant increases from baseline to the meditation practice phase. Similarly, their low but varying percentages of math problems solved correctly during baseline showed statistically significant increases from baseline to the meditation practice phase. These results suggest that Samatha meditation may enhance cognitive processes in students with ADHD at a level to benefit them academically.
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Metagegevens
Titel
Effects of Samatha Meditation on Active Academic Engagement and Math Performance of Students with Attention Deficit/Hyperactivity Disorder
Auteurs
Nirbhay N. Singh
Giulio E. Lancioni
Bryan T. Karazsia
Joshua C. Felver
Rachel E. Myers
Kristen Nugent
Publicatiedatum
28-06-2015
Uitgeverij
Springer US
Gepubliceerd in
Mindfulness / Uitgave 1/2016
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI
https://doi.org/10.1007/s12671-015-0424-5

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