The influence of mindfulness meditation on inattention and physiological markers of stress on students with learning disabilities and/or attention deficit hyperactivity disorder.
Study Goal
The researchers aimed to compare the effectiveness of mindfulness and device-guided slow breathing interventions versus a control group in improving awareness, reducing hyperactivity, inattention, and stress among students with attention problems and/or learning disabilities.
Results Summary
Mindfulness practice improved present-moment awareness and reduced hyperactivity and inattention, while both mindfulness and device-guided breathing were associated with stress reduction, as indicated by galvanic skin response changes in the control group.
Population
Seventy-three higher education students (average age 25.76) with attention problems and/or learning disabilities.
Effective Dosage
Not specified
Duration
Not specified
Interactions
None mentioned
| Intervention | Direction | Endpoint | Population | Dosage | Impact | Claim # |
|---|---|---|---|---|---|---|
mindfulness practice | increase | awareness of the present moment | students with attention problems and/or learning disabilities | - | improved | #1 |
mindfulness practice | decrease | hyperactivity and inattention | students with attention problems and/or learning disabilities | - | decreased | #2 |
mindfulness | decrease | stress | students with attention problems and/or learning disabilities | - | were associated with stress reduction | #3 |
device-guided breathing | decrease | stress | students with attention problems and/or learning disabilities | - | were associated with stress reduction | #4 |
- | increase | galvanic skin response | control group | - | an increase | #5 |
BACKGROUND: Over recent decades, the number of students diagnosed with learning disabilities and/or attention deficit hyperactivity disorders has substantially increased. These students face various challenges and experience stress when receiving higher education. AIMS: The purpose of this study was to compare two non-pharmacological interventions: mindfulness and device-guided slow breathing, with a control group. METHODS: Seventy-three students (age = 25.76, std. dev = 3.10) with attention problems and/or learning disabilities were randomly assigned to three groups: mindfulness meditation, device guided breathing practice and waiting-list control. Before and after the intervention physiological and psychological measures were collected. RESULTS: Our results show that only mindfulness practice improved awareness of the present moment and decreased hyperactivity and inattention. Furthermore, both mindfulness and practice with device-guided breathing were associated with stress reduction, as shown by an increase in the galvanic skin response only in the control group. CONCLUSIONS: Implementation of the study results may lead to an advance in treating attention deficit disorders and learning disabilities, especially among higher education students.