yousef dehghani; negin majdian; seyed ali Afshin; mehdi farazja
Abstract
This study was aimed to examine effectiveness Mindfulness training on planning and cognitive flexibility of students with Learning Disability. This study was semi-experimental pre-test, post-test and follow-up with control and experimental group. The statistical population consisted of 202 third- to ...
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This study was aimed to examine effectiveness Mindfulness training on planning and cognitive flexibility of students with Learning Disability. This study was semi-experimental pre-test, post-test and follow-up with control and experimental group. The statistical population consisted of 202 third- to fifth-grade primary students with all kinds of learning disabilities who had been referred by the schools to the Center for Learning Disabilities of Bushehr province’s Department of Education. Of these, using convenience sampling and considering the requirements of the research project, 52 students were short-listed in the first stage, and of these, 40 students were selected and assigned to an experimental group and a control group (each group 20 students). The measurement tools consisted of Tower of London Test and The Wisconsin Card Sorting Test. The experimental group experienced the Mindfulness training group therapy in 8 sessions of 60 minutes once week and the control group did not receive any treatment. For statistical data analysis, variance analysis with repeated measures was used. Findings showed that Mindfulness training has a significant effect on planning and flexibility of students with Learning Disability and this effect remains unchanged in the two-month follow-up phase. Finally, we may conclude that Mindfulness training, as an effective and functional intervention, could be used to improve planning and flexibility of students with Learning Disability.
