An Action Research on Using Meditation Course to Improve ADHD Children\'s Concentration

• Main Authors: Pin-Yi Jen, 任品頤
• Other Authors: Jian-Wei Rau
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/27yck9

碩士 === 國立東華大學 === 教育與潛能開發學系 === 107 === Through the process of Action Research, the main objective of this study was to develop a meditation course appropriate for two children with Attention Deficit Hyperactivity Disorder (abbreviated as “the ADHD children” below) in order to investigate the influence of this course on improving their capability of concentration. The meditation course implemented in this study was focused on whirling-kung, which was combined with other meditative activities such as: sacred dancing, awareness of breath with music, free form drawing, walking straight line with books on head, single legged free yoga, core myocardial group training, ball movement and sensory integration. Through the collection of observation, interviews, video recording and relevant literatures, the researcher analyzed and examined the data collected to assess the effectiveness of the course. The conclusions of this study are drawn as follows: 1.The meditative activities appropriate for the ADHD children include whirling-kung, sacred dancing, awareness of breath with music, free form drawing, walking straight line with books on head, core myocardial group training. 2.The influences of meditative activities on the ADHD children’s behavioral performance include: (1) Meditation enabled the children keep their concentration more and more stable and improve their academic performance apparently. (2) The ADHD children’s patience and resilience increased gradually, which was shown by their diminishing complaints, being able to handle their emotions and being able to relax themselves. (3) Meditation enabled the ADHD children to stablize their emotions, follow the school rules and be willing to try to learn. (4) The ADHD children’s attitude toward meditation became more and more positive. 3.The ADHD children’s ability to maintain their concentration is still not enough. More meditative activities might be employed to elicit their learning motivation and make learning fun for the ADHD children in the future. 4.In the process of guding the ADHD children to learn meditation, it is necessary to pay attention to their immediate emotions and responses to meditation and promptly adjust the appropriate meditative activities in order to help them achieve the effectiveness of meditation