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

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

Research output: Contribution to journalArticle

13 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)68-75
Number of pages8
JournalMindfulness
Volume7
Issue number1
DOIs
StatePublished - Feb 1 2016
Externally publishedYes

Keywords

  • Active academic engagement
  • Attention deficit/hyperactivity disorder
  • Executive function
  • Math
  • Mindfulness
  • Samatha meditation
  • Schools
  • Students

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Developmental and Educational Psychology
  • Social Psychology
  • Applied Psychology
  • Health(social science)

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