Background: The objective of the present study is to explore the effectiveness of mindful-based practices on behaviour regulation index (BRI) of executive functions among students with inattention.
Material and Method: This study employed pre-test post-test method with the control group research design. Students with inattention were identified by administering Conners 3 rating scale, – Self-Report form, Teacher Form and Parent Form – and randomly assigned to experimental and control groups of 40 students each. After pre-testing of the BRI of both groups using Behaviour Rating Inventory of Executive Function – BRIEF2 teacher, parent and self-report forms – the experimental group was given mindful-based practice sessions of 45 minutes duration, for thrice a week lasting for eight weeks. Data obtained from the respondents in the post-test and follow up phases - after 1st, 3rd and 6th months of the completion of the intervention programme were analyzed by repeated measures ANOVA.
Result: Results revealed that 8-week intervention programme of mindful-based practices elicited a reduction in mean T score of BRI from base line to immediately after intervention programme and the reduced mean scores were retained over a follow-up period of six months. But the students in the control group retained the same mean scores of BRI over the entire period of study. Analysis of data obtained from both teacher and parent forms confirmed the results.
Conclusion: Mindful-based intervention is an effective method in reducing BRI among students with inattention.
Keywords: Mindful-based Intervention, Inattention, Executive Functions, Behaviour Regulation Index (BRI)