Efficacy of mindfulness-based cognitive therapy intervention on attention deficit disorder and learning disorder in the students of Roodehen male vocational schools in the academic year 97-98

The aim of this study was to determine the efficacy of mindfulness-based cognitive therapy intervention on attention deficit disorder and learning disorder in the students of Roodehen male vocational schools in the academic year 97-98.

The research method was quasi-experimental with pre-test design, post-test with control group.The statistical population included all students of Shahid Chamran and Ayatollah Rafsanjani Male Vocational Schools in the academic year of 97-98 in the city of Roodehen. (n1=n2=15). The research instruments included the d2 questionnaire to assess attention deficit problems and the Colorado Learning Problems Questionnaire by Willcutt et al. (CLDQ).The experimental group underwent mindfulness intervention but the control group did not receive any intervention. Data were analyzed by multivariate analysis of covariance.

It showed that the application of mindfulness intervention significantly reduced attention deficit disorder (P = 0.001) in the experimental group compared to the control group. But no significant effectiveness was observed in reducing learning difficulties.

Based on the findings of the significant effectiveness of mindfulness intervention on reducing attention deficit disorder, it is suggested that counselors and therapists use mindfulness intervention to reduce the problems of inattention of vocational school students.