Effectiveness of mindfulness-based training on response inhibition and selective attention in students with Specific Learning Disorder

The aim of the current study was to examine the effectiveness of mindfulness training on response inhibition and selective attention in students with Specific Learning Disorder (SLD). This quasi-experimental controlled study was conducted with a pretest-posttest design. The research population consisted of all the 30 students referred to the Center of Learning Disabilities in Ajabshir, who were recruited by census sampling. They were then randomly divided into experimental (15 students) and control (15 students) groups. The Stroop effect test was used to measure response inhibition, and the Toulouse-Piéron Cancelation Test (TP) was administered to assess selective attention. The intervention was given based on a workbook by Jon Kabat Zinn and Debra E. Burdick. The experimental group participated in eight group mindfulness therapy sessions and the control group did not get any treatments. Date were analyzed using a Multivariate Analysis of Covariance, which showed significant differences in selective attention between the experimental and control groups after mindfulness training. Nevertheless, no significant difference was observed between the two groups in response inhibition. In general, mindfulness training can be considered an effective intervention to improve selective attention for students with learning disabilities.