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Gepubliceerd in: Mindfulness 6/2018

17-08-2018 | ORIGINAL PAPER

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

Auteurs: Nirbhay N. Singh, Giulio E. Lancioni, Laura Nabors, Rachel E. Myers, Joshua C. Felver, Ramasamy Manikam

Gepubliceerd in: Mindfulness | Uitgave 6/2018

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Abstract

Students with attention deficit/hyperactivity disorder (ADHD) have difficulty with academic work in school because they are inattentive and disruptive as a result of the core systems of their disorder. In addition to behavioral challenges frequently associated with ADHD, these students may also have deficits in working memory, planning and organization compound their problem and often lead to poor academic outcomes. Meditation has been shown to increase attention and executive functioning in a number of populations, including students with ADHD. Using an interrupted time series experimental design, 20 5th grade students with ADHD were taught Samatha meditation, and data were collected on active academic engagement in math instruction and percentage of math problems solved correctly pre- and post-training. When compared to the pre-intervention control condition, the Samatha meditation training resulted in statistically and academically significant increases in active student engagement in math instruction and percentage of math problems solved correctly. This study provides further proof of concept of the utility of Samatha meditation in enhancing academic performance in math in this population. These results suggest that Samatha meditation may enable students with ADHD to better focus their attention on academic instruction, to increase their awareness of their mind wandering during academic instruction, and to remember what they should be doing in the present moment.

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Metagegevens
Titel
Samatha Meditation Training for Students with Attention Deficit/Hyperactivity Disorder: Effects on Active Academic Engagement and Math Performance
Auteurs
Nirbhay N. Singh
Giulio E. Lancioni
Laura Nabors
Rachel E. Myers
Joshua C. Felver
Ramasamy Manikam
Publicatiedatum
17-08-2018
Uitgeverij
Springer US
Gepubliceerd in
Mindfulness / Uitgave 6/2018
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI
https://doi.org/10.1007/s12671-018-1014-0