Thesis:

Comparing the effectiveness of interventions based on mindfulness on working memory and self-esteem of students with learning disabilities in the elementary school of Sabzevar

One of the most important topics in the field of exceptional children psychology and clinical psychology is learning disabilities in children. This disorder is observed in many school-aged children (according to official statistics, 5 to 15 percent), and if not treated, it can cause significant damage to the human resources of society. This study aims to determine the effectiveness of mindfulness on children with learning disabilities in two variables: active memory and self-esteem. The research is a quasi-experimental study with two experimental and control groups, using pre-test and post-test. The statistical population of the study included all elementary school students in Sabzevar city during the academic years 1401-1402. They were selected from two official clinics for the treatment of learning disabilities in Sabzevar's Education and Training Organization, using convenient sampling. The sample group was randomly divided into two groups of 15 individuals, the experimental group and the control group. The experimental group received 8 sessions of 50 minutes of mindfulness training, with one session per week for 8 weeks. The data collection tools in this study were: 1. Active Memory Test (Diamond & Carpenter, 1980) 2. Self-Esteem Questionnaire (Dosti & Hosseininia, 1399). The quantitative results of the research showed that mindfulness training significantly affects the active memory of children with learning disabilities, and this hypothesis was confirmed at the level of P<0.05. Furthermore, the impact of mindfulness exercises on the self-esteem of children with learning disabilities was also significantly effective at the level of P<0.05. In general, the results of the study indicate that mindfulness has a significant impact on the active memory and self-esteem of children with learning disabilities.

Keywords: mindfulness, learning disabilities, active memory, self-esteem