TY  - JOUR
PY  - 2020//
TI  - The influence of mindfulness meditation on inattention and physiological markers of stress on students with learning disabilities and/or attention deficit hyperactivity disorder
JO  - Research in developmental disabilities
A1  - Gabriely, Ranit
A1  - Tarrasch, Ricardo
A1  - Velicki, Maria
A1  - Ovadia-Blechman, Zehava
SP  - 103630
EP  - 103630
VL  - 100
IS  - 
N2  - 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. <br><br>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. <br><br>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. <br><br>CONCLUSIONS: Implementation of the study results may lead to an advance in treating attention deficit disorders and learning disabilities, especially among higher education students.<br><br>Copyright © 2020 Elsevier Ltd. All rights reserved.<p />  <p>Language: en</p>
LA  - en
SN  - 0891-4222
UR  - http://dx.doi.org/10.1016/j.ridd.2020.103630
ID  - ref1
ER  -