Mindfulness-Based Intervention and Its Effect on Working Memory in Gifted Students With Special Learning Needs in Language Education
DOI:
https://doi.org/10.17507/tpls.1601.16Keywords:
mindfulness, executive functions, working memory, attention deficit hyperactivity disorder, gifted students with special learning needsAbstract
This study examines the effect of mindfulness training on improving executive functions—especially working memory and attention—among gifted students with special educational needs in learning English. The sample consisted of 46 gifted students with special educational needs, who were randomly divided into an experimental group and a control group. The study included an experimental phase during which a training program based on mindfulness strategies was implemented over 8 weeks. The results show that training children in mindfulness practices contributes to increased focus and reduced symptoms associated with Attention Deficit Hyperactivity Disorder (ADHD), such as impulsivity and hyperactivity. Moreover, the results revealed a significant improvement in working memory capacities, which play a central role in behaviour regulation and learning. Additionally, the study indicates that mindfulness interventions not only enhance cognitive performance but also help reduce stress and anxiety levels among students, thereby improving their overall mental health. The study highlights that regular mindfulness training helps children acquire skills to recognise and manage their emotions, thereby supporting the improvement of social relationships and daily task performance. The study emphasises the integration of these programs into comprehensive treatment plans that include psychological and behavioural support to ensure optimal outcomes. In conclusion, the study affirms that mindfulness represents a promising and beneficial approach as part of treatment strategies for attention deficit hyperactivity disorder, contributing to enhanced executive functioning, improved mental health, and strengthened academic and social performance in children and adolescents with the disorder.
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