The Impact of Mindfulness-Based Cognitive Intervention on Enhancing Working Memory Efficiency and Executive Attention Among Twice-Exceptional Gifted Female Middle School Students in Public Schools in the Kingdom of Saudi Arabia

Abstract

This mixed-methods study aimed to investigate the impact of mindfulness-based cognitive interventions on improving working memory efficiency and executive attention among twice-exceptional middle school female students (gifted with attention-deficit/hyperactivity disorder, ADHD) and to explore their perceptions of the training program. The study comprised an experimental phase, where a 10-week mindfulness-based training program was implemented, followed by a qualitative phase involving in-depth interviews with participants to understand their perspectives on the experience. The sample included 24 twice-exceptional female students (gifted with ADHD), randomly assigned to either an experimental group (n=12) or a control group (n=12). Two sub-tests were administered to measure working memory (Digit Span and Visuospatial sketchpad subtest) and four sub-tests to assess executive attention (Stroop Test, Sustained Attention to Cue, Flanker Test, and Simon Task). These assessments were conducted at three intervals: pre-intervention, mid-intervention, and post-intervention. The results revealed statistically significant differences between the experimental and control groups across all three measurement points (pre-, mid-, and post-intervention) in working memory efficiency and executive attention, favoring the experimental group. These differences were attributed to the cognitive intervention program. Additionally, comparisons between the three measurement points showed statistically significant improvements at both mid- and post-intervention stages. Qualitative analysis highlighted that the mindfulness program positively impacted participants' working memory efficiency, focus, and executive attention skills, as reported in their reflections on the intervention.