Mindfulness and Executive Function

Semenov, Andrei D.; Kennedy, Douglas P.; Zelazo, Philip David

doi:10.4324/9781003016830-17

Cited by 2 publications

(2 citation statements)

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“…EF is rapidly being recognized as a key area of focus for education for all learners, not just those in special education (Immordino-Yang et al, 2018;Meltzer, 2018). EF is responsible for regulating attention, emotions, and impulse control, which enables persistence and motivation to achieve these goals (Meltzer et al, 2018;Semenov and Zelazo, 2018). EF can be a struggle for many neurodivergent learners, as well as learners undergoing stress, trauma, and/or anxiety (Immordino-Yang et al, 2018), all of which are on the rise in today's schools (Hawes et al, 2022;Rodriguez and Burke, 2023).…”

Section: Introductionmentioning

confidence: 99%

“…EF can be a struggle for many neurodivergent learners, as well as learners undergoing stress, trauma, and/or anxiety (Immordino-Yang et al, 2018), all of which are on the rise in today's schools (Hawes et al, 2022;Rodriguez and Burke, 2023). Overall, supporting EF in learning activities may produce better performance which can, in turn, increase motivation, causing a positive learning cycle and improved self-efficacy (Semenov and Zelazo, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Including neurodiversity in computational thinking

Asbell-Clarke,

Dahlstrom-Hakki,

Voiklis

et al. 2024

Front. Educ.

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IntroductionThe foundational practices of Computational Thinking (CT) present an interesting overlap with neurodiversity, specifically with differences in executive function (EF). An analysis of CT teaching and learning materials designed for differentiation and support of EF show promise to reveal problem-solving strengths of neurodivergent learners.MethodsTo examine this potential, studies were conducted using a computer-supported, inclusive, and highly interactive learning program named INFACT that was designed with the hypothesis that all students, including neurodivergent learners, will excel in problem solving when it is structured through a variety of CT activities (including games, puzzles, robotics, coding, and physical activities) and supported with EF scaffolds. The INFACT materials were used in 12 treatment classrooms in grades 3–5 for at least 10 h of implementation. Pre-post assessments of CT were administered to treatment classes as well as 12 comparison classes that used 10 h of other CT teaching and learning materials. EF screeners were also used with all classes to disaggregate student results by quartile of EF.FindingsStudents using INFACT materials showed a significant improvement in CT learning as compared to comparison classes. Students with EF scores in the lower third of the sample showed the greatest improvement.DiscussionThis study shows promising evidence that differentiated activities with EF scaffolds situated across several contexts (e.g., games, puzzles, physical activities, robotics, coding) promote effective CT learning in grades 3–5.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Including neurodiversity in computational thinking

Asbell-Clarke,

Dahlstrom-Hakki,

Voiklis

et al. 2024

Front. Educ.

View full text Add to dashboard Cite

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Mindful schools: Neuropsychological performance after the implementation of a mindfulness-based structured program in the school setting

et al. 2021

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Mindfulness has attracted considerable attention in educational settings as it can have positive effects on children. However, the role of mindfulness practice in schools has yet to be understood. The aim of the present study is to assess the impact of mindfulness on neuropsychological performance and psychological well-being of primary school children. It also aims to explore the teacher’s mindfulness training effect on the intervention. The present study recruited 100 children (64% girls and 36% boys) aged 9–11 from a primary school in Tarragona (Spain). The research was conducted between 2016–2018 with three experimental groups: a mindfulness intervention group with a trained mindfulness teacher, a mindfulness intervention group with a non-trained mindfulness teacher, and a control group. All groups were evaluated before and after a 13-weeks intervention, consisting of 5–10 min mindfulness daily sessions before class. After the intervention, the two groups of children receiving mindfulness sessions performed better than controls in several neuropsychological tasks involving executive functions, such as short-term and working memory, learning, mental flexibility, visuospatial abilities and processing speed. No significant differences were found in the assessment of daily stress or emotional and behavioural problems. The findings of the present study can contribute to a better understanding of the role of mindfulness practice in primary children regarding neuropsychological performance, highlighting the importance of the teacher’s mindfulness training in the teaching/learning process.

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Mindfulness and Executive Function

Cited by 2 publications

References 1 publication

Including neurodiversity in computational thinking

Including neurodiversity in computational thinking

Mindful schools: Neuropsychological performance after the implementation of a mindfulness-based structured program in the school setting

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