Kim, J. & Kwon, M. Journal of Applied Research in Intellectual Disabilities. Published online: 16 February 2017
Background: Task performance is a critical factor for learning in individuals with intellectual disabilities. This study aimed to examine mindfulness-based intervention (MBI) to improve task performance for children with intellectual disability (ID).
Conclusion: The finding suggests that MBI would be a valuable adjunct to a wide range of applications to support individuals with ID to learn a variety of adaptive behaviour.
Read the full abstract here