Skip to main content
main-content
Top

Tip

Swipe om te navigeren naar een ander artikel

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

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

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.

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijf je als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen jouw vak. Met het online abonnement heb je toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kun je op je gemak en wanneer het jou het beste uitkomt verdiepen in jouw vakgebied.

Literatuur
go back to reference American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
go back to reference Barlow, D. H., Nock, M., & Hersen, M. (2009). Single-case experimental designs (3rd ed.). New York: Allyn & Bacon. Barlow, D. H., Nock, M., & Hersen, M. (2009). Single-case experimental designs (3rd ed.). New York: Allyn & Bacon.
go back to reference Bloom, B., Jones, L. I., & Freeman, G. (2013). Summary health statistics for U.S. children: National Health Interview Survey, 2012. National Center for Health Statistics. Vital Health Statistics, 10(258). Bloom, B., Jones, L. I., & Freeman, G. (2013). Summary health statistics for U.S. children: National Health Interview Survey, 2012. National Center for Health Statistics. Vital Health Statistics, 10(258).
go back to reference Bogels, S., Hoogstad, B., Van Dun, L., de Schutter, S., & Restifo, K. (2008). Mindfulness training for adolescents with externalizing disorders and their parents. Behavioral and Cognitive Psychotherapy, 36, 193–209. CrossRef Bogels, S., Hoogstad, B., Van Dun, L., de Schutter, S., & Restifo, K. (2008). Mindfulness training for adolescents with externalizing disorders and their parents. Behavioral and Cognitive Psychotherapy, 36, 193–209. CrossRef
go back to reference Buksbazen, J. D. (2002). Zen meditation in plain English. Boston: Wisdom Publications. Buksbazen, J. D. (2002). Zen meditation in plain English. Boston: Wisdom Publications.
go back to reference Burke, C. A. (2009). Mindfulness-based approaches with children and adolescents: a preliminary review of current research in an emergent field. Journal of Child and Family Studies, 19, 133–144. CrossRef Burke, C. A. (2009). Mindfulness-based approaches with children and adolescents: a preliminary review of current research in an emergent field. Journal of Child and Family Studies, 19, 133–144. CrossRef
go back to reference Carboni, J. A., Roach, A. T., & Fredrick, L. D. (2013). Impact of mindfulness training on the behavior of elementary students with attention-deficit/hyperactivity disorder. Research in Human Development, 10, 234–251. CrossRef Carboni, J. A., Roach, A. T., & Fredrick, L. D. (2013). Impact of mindfulness training on the behavior of elementary students with attention-deficit/hyperactivity disorder. Research in Human Development, 10, 234–251. CrossRef
go back to reference Czamara, D., Tiesler, C. M., Kohlbock, G., Berdel, D., Hoffmann, B., Bauer, C., et al. (2013). Children with ADHD symptoms have a higher risk for reading, spelling and math difficulties in the GINIplus and LISAplus cohort studies. PLoS ONE, 8, 1–7. CrossRef Czamara, D., Tiesler, C. M., Kohlbock, G., Berdel, D., Hoffmann, B., Bauer, C., et al. (2013). Children with ADHD symptoms have a higher risk for reading, spelling and math difficulties in the GINIplus and LISAplus cohort studies. PLoS ONE, 8, 1–7. CrossRef
go back to reference DuPaul, G. J., & Stoner, G. (2003). ADHD in the schools: assessment and intervention strategies (2nd ed.). New York: Guilford. DuPaul, G. J., & Stoner, G. (2003). ADHD in the schools: assessment and intervention strategies (2nd ed.). New York: Guilford.
go back to reference DuPaul, G. J., Power, T. J., Anastopoulos, A., & Reid, R. (1998). ADHD rating scale-IV: checklists, norms, and clinical interpretation. New York: Guilford. DuPaul, G. J., Power, T. J., Anastopoulos, A., & Reid, R. (1998). ADHD rating scale-IV: checklists, norms, and clinical interpretation. New York: Guilford.
go back to reference Felver, J. C., Doerner, E., Jones, J., Kaye, N. C., & Merrell, K. W. (2013). Mindfulness in school psychology: applications for intervention and professional practice. Psychology in the Schools, 50, 531–547. CrossRef Felver, J. C., Doerner, E., Jones, J., Kaye, N. C., & Merrell, K. W. (2013). Mindfulness in school psychology: applications for intervention and professional practice. Psychology in the Schools, 50, 531–547. CrossRef
go back to reference Felver, J. C., Celis-DeHoyos, C., Tezanos, K., & Singh, N. N. (2015a). A systematic review of mindfulness-based interventions for youth in school settings. Mindfulness. Advance on line publication. Felver, J. C., Celis-DeHoyos, C., Tezanos, K., & Singh, N. N. (2015a). A systematic review of mindfulness-based interventions for youth in school settings. Mindfulness. Advance on line publication.
go back to reference Felver, J. C., Tipsord, J. M., Morris, M. J., Racer, K. H., & Dishion, T. J. (2015b). The effects of mindfulness-based intervention on children’s attention regulation. Journal of Attention Disorders. Advance on line publication. doi: 1087054714548032​. Felver, J. C., Tipsord, J. M., Morris, M. J., Racer, K. H., & Dishion, T. J. (2015b). The effects of mindfulness-based intervention on children’s attention regulation. Journal of Attention Disorders. Advance on line publication. doi: 1087054714548032​.
go back to reference Flay, B. R., Biglan, A., Boruch, R. F., Castro, F. G. L., Gottfredson, D., Kellam, S., et al. (2005). Standards of evidence: criteria for efficacy, effectiveness and dissemination. Prevention Science, 6, 151–175. CrossRefPubMed Flay, B. R., Biglan, A., Boruch, R. F., Castro, F. G. L., Gottfredson, D., Kellam, S., et al. (2005). Standards of evidence: criteria for efficacy, effectiveness and dissemination. Prevention Science, 6, 151–175. CrossRefPubMed
go back to reference Frazier, T. W., Youngstrom, E. A., Glutting, J. J., & Watkins, M. W. (2007). ADHD and achievement: meta-analysis of the child, adolescent, and adult literatures and a concomitant study with college students. Journal of Learning Disabilities, 40, 49–65. CrossRefPubMed Frazier, T. W., Youngstrom, E. A., Glutting, J. J., & Watkins, M. W. (2007). ADHD and achievement: meta-analysis of the child, adolescent, and adult literatures and a concomitant study with college students. Journal of Learning Disabilities, 40, 49–65. CrossRefPubMed
go back to reference Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109. CrossRef Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109. CrossRef
go back to reference Friemoth, J. (2005). What is the most effective treatment for ADHD in children. The Journal of Family Practice, 54, 166–168. PubMed Friemoth, J. (2005). What is the most effective treatment for ADHD in children. The Journal of Family Practice, 54, 166–168. PubMed
go back to reference Greenberg, M. T., & Harris, A. R. (2012). Nurturing mindfulness in children and youth: current state of research. Child Development Perspectives, 6, 161–166. CrossRef Greenberg, M. T., & Harris, A. R. (2012). Nurturing mindfulness in children and youth: current state of research. Child Development Perspectives, 6, 161–166. CrossRef
go back to reference Greenwood, C. R., Horton, B. T., & Utley, C. A. (2002). Academic engagement: current perspectives on research and practice. School Psychology Review, 31, 328–349. Greenwood, C. R., Horton, B. T., & Utley, C. A. (2002). Academic engagement: current perspectives on research and practice. School Psychology Review, 31, 328–349.
go back to reference Harris, K. R., Friedlander, B. D., Saddler, B., Frizzelle, R., & Graham, S. (2005). Self-monitoring of attention versus self-monitoring of academic performance: effects among students with ADHD in the general education classroom. The Journal of Special Education, 39, 145–156. CrossRef Harris, K. R., Friedlander, B. D., Saddler, B., Frizzelle, R., & Graham, S. (2005). Self-monitoring of attention versus self-monitoring of academic performance: effects among students with ADHD in the general education classroom. The Journal of Special Education, 39, 145–156. CrossRef
go back to reference Haydicky, J., Shecter, C., Wiener, J., & Ducharme, J. M. (2015). Evaluation of MBCT for adolescents with ADHD and their parents: impact on individual and family functioning. Journal of Child and Family Studies, 24, 76–94. CrossRef Haydicky, J., Shecter, C., Wiener, J., & Ducharme, J. M. (2015). Evaluation of MBCT for adolescents with ADHD and their parents: impact on individual and family functioning. Journal of Child and Family Studies, 24, 76–94. CrossRef
go back to reference Kamphaus, R. W., & Frick, P. J. (1996). Clinical assessment of children and adolescent personality and behavior. Needham Heights: Allyn and Bacon. Kamphaus, R. W., & Frick, P. J. (1996). Clinical assessment of children and adolescent personality and behavior. Needham Heights: Allyn and Bacon.
go back to reference Larson, K., Russ, S. A., Kahn, R. S., & Halfon, N. (2011). Patterns of comorbidity, functioning, and service use for US children with ADHD, 2007. Pediatrics, 127, 462–470. PubMedCentralCrossRefPubMed Larson, K., Russ, S. A., Kahn, R. S., & Halfon, N. (2011). Patterns of comorbidity, functioning, and service use for US children with ADHD, 2007. Pediatrics, 127, 462–470. PubMedCentralCrossRefPubMed
go back to reference McDonald, K. (2005). How to meditate: a practical guide. Boston: Wisdom Publications. McDonald, K. (2005). How to meditate: a practical guide. Boston: Wisdom Publications.
go back to reference Mind and Life Education Research Network. (2012). Contemplative practices and mental training: prospects for American education. Child Development Perspectives, 6, 146–153. CrossRef Mind and Life Education Research Network. (2012). Contemplative practices and mental training: prospects for American education. Child Development Perspectives, 6, 146–153. CrossRef
go back to reference Myers, R. E. (2010). Promoting healthy behaviors: how do we get the message across? International Journal of Nursing Studies, 47, 500–512. CrossRefPubMed Myers, R. E. (2010). Promoting healthy behaviors: how do we get the message across? International Journal of Nursing Studies, 47, 500–512. CrossRefPubMed
go back to reference Parker, R. I., & Vannest, K. (2009). An improved effect size for single-case research: nonoverlap of all pairs. Behavior Therapy, 40, 357–367. CrossRefPubMed Parker, R. I., & Vannest, K. (2009). An improved effect size for single-case research: nonoverlap of all pairs. Behavior Therapy, 40, 357–367. CrossRefPubMed
go back to reference Parker, R. I., Hagan-Burke, S., & Vannest, K. (2007). Percentage of all non-overlapping data (PAND): an alternative to PND. Journal of Special Education, 40, 194–204. CrossRef Parker, R. I., Hagan-Burke, S., & Vannest, K. (2007). Percentage of all non-overlapping data (PAND): an alternative to PND. Journal of Special Education, 40, 194–204. CrossRef
go back to reference Pelham, W. J., & Murphy, H. A. (1986). Attention deficit and conduct disorders. In M. Hersen (Ed.), Pharmacological and behavioral treatment: an integrative approach (pp. 108–148). New York: Wiley. Pelham, W. J., & Murphy, H. A. (1986). Attention deficit and conduct disorders. In M. Hersen (Ed.), Pharmacological and behavioral treatment: an integrative approach (pp. 108–148). New York: Wiley.
go back to reference Polanczyk, G., de Lima, M. S., Horta, B. L., Biederman, J., & Rohde, L. A. (2007). The worldwide prevalence of ADHD: a systematic review and meta-regression analysis. The American Journal of Psychiatry, 164, 942–948. CrossRefPubMed Polanczyk, G., de Lima, M. S., Horta, B. L., Biederman, J., & Rohde, L. A. (2007). The worldwide prevalence of ADHD: a systematic review and meta-regression analysis. The American Journal of Psychiatry, 164, 942–948. CrossRefPubMed
go back to reference Richards, S. B., Taylor, R. L., & Ramasamy, R. (2013). Single subject research: applications in educational and clinical settings. Belmont: Wadsworth. Richards, S. B., Taylor, R. L., & Ramasamy, R. (2013). Single subject research: applications in educational and clinical settings. Belmont: Wadsworth.
go back to reference Saltzman, A., & Goldin, P. (2008). Mindfulness-based stress reduction for school-age children. In L. A. Greco & S. C. Hayes (Eds.), Acceptance and mindfulness treatments for children and adolescents: a practitioner’s guide (pp. 139–162). Oakland: New Harbinger Publications. Saltzman, A., & Goldin, P. (2008). Mindfulness-based stress reduction for school-age children. In L. A. Greco & S. C. Hayes (Eds.), Acceptance and mindfulness treatments for children and adolescents: a practitioner’s guide (pp. 139–162). Oakland: New Harbinger Publications.
go back to reference Singh, I. (2008). Beyond polemics: science and ethics of ADHD. Nature Reviews Neuroscience, 9, 957–964. CrossRefPubMed Singh, I. (2008). Beyond polemics: science and ethics of ADHD. Nature Reviews Neuroscience, 9, 957–964. CrossRefPubMed
go back to reference Singh, N. N., Lancioni, G. E., Wahler, R. G., Winton, A. S. W., & Singh, J. (2008). Mindfulness approaches in cognitive behavior therapy. Behavioural and Cognitive Psychotherapy, 36, 659–666. CrossRef Singh, N. N., Lancioni, G. E., Wahler, R. G., Winton, A. S. W., & Singh, J. (2008). Mindfulness approaches in cognitive behavior therapy. Behavioural and Cognitive Psychotherapy, 36, 659–666. CrossRef
go back to reference Singh, N. N., Singh, A. N., Lancioni, G. E., Singh, J., Winton, A. S. W., & Adkins, A. D. (2010). Mindfulness training for parents and their children with ADHD increases the children’s compliance. Journal of Child and Family Studies, 19, 157–174. CrossRef Singh, N. N., Singh, A. N., Lancioni, G. E., Singh, J., Winton, A. S. W., & Adkins, A. D. (2010). Mindfulness training for parents and their children with ADHD increases the children’s compliance. Journal of Child and Family Studies, 19, 157–174. CrossRef
go back to reference Smalley, S. L., Loo, S. K., Hale, T., Shrestha, A., McGough, J., Flook, L., & Reise, S. (2009). Mindfulness and attention deficit hyperactivity disorder. Journal of Clinical Psychology, 65, 1087–1098. PubMedCentralCrossRefPubMed Smalley, S. L., Loo, S. K., Hale, T., Shrestha, A., McGough, J., Flook, L., & Reise, S. (2009). Mindfulness and attention deficit hyperactivity disorder. Journal of Clinical Psychology, 65, 1087–1098. PubMedCentralCrossRefPubMed
go back to reference Swanson, J., McBurnett, K., Wigal, T., Pfiffner, L., Lerner, M., Williams, L., et al. (1993). Effects of stimulant medication on children with attention deficit disorder: a “review of reviews”. Exceptional Children, 60, 154–162. Swanson, J., McBurnett, K., Wigal, T., Pfiffner, L., Lerner, M., Williams, L., et al. (1993). Effects of stimulant medication on children with attention deficit disorder: a “review of reviews”. Exceptional Children, 60, 154–162.
go back to reference Trout, A. L., Lienemann, T. O., Reid, R., & Epstein, M. H. (2007). A review of non-medication interventions to improve the academic performance of children and youth with ADHD. Remedial and Special Education, 28, 207–226. CrossRef Trout, A. L., Lienemann, T. O., Reid, R., & Epstein, M. H. (2007). A review of non-medication interventions to improve the academic performance of children and youth with ADHD. Remedial and Special Education, 28, 207–226. CrossRef
go back to reference Van der Oord, S., Bogels, S. M., & Peijnenburg, D. (2012). The effectiveness of mindfulness training for children with ADHD and mindful parenting for their parents. Journal of Child and Family Studies, 21, 139–147. PubMedCentralCrossRefPubMed Van der Oord, S., Bogels, S. M., & Peijnenburg, D. (2012). The effectiveness of mindfulness training for children with ADHD and mindful parenting for their parents. Journal of Child and Family Studies, 21, 139–147. PubMedCentralCrossRefPubMed
go back to reference Van der Weijer-Bergsma, E., Formsma, A. R., de Bruin, E. I., & Bogels, S. M. (2012). The effectiveness of mindfulness training on behavioral problems and attentional functioning in adolescents with ADHD. Journal of Child and Family Studies, 21, 775–787. PubMedCentralCrossRefPubMed Van der Weijer-Bergsma, E., Formsma, A. R., de Bruin, E. I., & Bogels, S. M. (2012). The effectiveness of mindfulness training on behavioral problems and attentional functioning in adolescents with ADHD. Journal of Child and Family Studies, 21, 775–787. PubMedCentralCrossRefPubMed
go back to reference Zoogman, S., Goldberg, S. B., Hoyt, W. T., & Miller, L. (2014). Mindfulness interventions with youth: A meta-analysis. Mindfulness. Advance on line publication. Zoogman, S., Goldberg, S. B., Hoyt, W. T., & Miller, L. (2014). Mindfulness interventions with youth: A meta-analysis. Mindfulness. Advance on line publication.
go back to reference Zylowska, L., Ackermann, D. L., Yang, M. H., Futrell, J. L., Horton, N. L., Hale, S., Pataki, C., & Smalley, S. (2008). Mindfulness meditation training in adults and adolescents with ADHD: a feasibility study. Journal of Attention Disorders, 11, 737–746. CrossRefPubMed Zylowska, L., Ackermann, D. L., Yang, M. H., Futrell, J. L., Horton, N. L., Hale, S., Pataki, C., & Smalley, S. (2008). Mindfulness meditation training in adults and adolescents with ADHD: a feasibility study. Journal of Attention Disorders, 11, 737–746. CrossRefPubMed
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