Preliminary Evidence on the Efficacy of Mindfulness Combined with Traditional Classroom Management Strategies.
Erin M Kasson, Alyssa N Wilson
Behavior analysis in practice December 12, 2016 DOI: 10.1007/s40617-016-0160-x (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Case study (delayed multiple baseline across settings) Case report Peer reviewed |
|---|---|
| Sample size | 6 |
| Population | Six 3rd grade students in one classroom, with two teachers (classroom teacher and specials teacher) |
| Interventions | Classroom behavior management treatment package Mindfulness exercises Self-monitoring |
| Measures | 5-min momentary time sampling |
| Topics | Meditation |
| Keywords | Behavior analysis Classroom behavior management |
| Key findings | The classroom behavior management package alone increased on-task behavior for four of six students (66%) compared with baseline. When mindfulness exercises were added, five of six students (83%) increased and sustained high rates of on-task behavior. The authors describe these as preliminary results supporting combining mindfulness-based strategies with behavior analytic interventions. |
Abstract
The current case study combined mindfulness-based strategies with a classroom behavior management treatment package, to assist teachers with managing 3rd grade student behaviors. Two teachers (Classroom teacher and Specials teacher) and six students within the same classroom were observed using a 5-min momentary time sampling procedure. A delayed multiple baseline across settings (e.g., Classroom teacher, Specials teacher) design was used to assess student behaviors across baseline (A), classroom behavior management treatment package (CBM) (B), CBM plus mindfulness (C), and CBM plus mindfulness and self-monitoring (D). Behavioral treatment alone increased on-task behaviors for four of six (66%) students compared to baseline; however, five of six (83%) students increased and sustained high rates of on-task behaviors when mindfulness exercises were added to the behavior analytic techniques. These preliminary results support the combination of mindfulness-based strategies with traditional behavior analytic interventions for increasing student on-task behaviors in classroom settings.
Comparable studies
Other case reports and case series on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Brain sources of EEG gamma frequency during volitionally meditation-induced, altered states of consciousness, and experience of the self Advanced meditator | 2001 | Case study | n = 1 |
| Mindfulness Meditation for Alcohol Relapse Prevention: A Feasibility Pilot Study Adult alcohol-dependent graduates of an intensive outpatient program | 2008 | Prospective case series | n = 19 |
| How does it feel to lack a sense of boundaries? A case study of a long-term mindfulness meditator. A single long-term mindfulness practitioner (S) with 40 years of practice in... | 2015 | Qualitative case study | n = 1 |
| Loving‐kindness meditation to enhance recovery from negative symptoms of schizophrenia Individuals suffering from schizophrenia-spectrum disorders with persistent negative... | 2009 | Case study | |
| Mindfulness-Based Cognitive Therapy for Problem Gambling A female problem gambler | 2011 | Case study | n = 1 |
Citations in the library
Cites 3
- Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical Psychology Science and Practice 2003
- Effectiveness of a meditation-based stress reduction program in the treatment of anxiety disorders American Journal of Psychiatry July 1, 1992
- The Effect of Mindfulness-Based Therapy on Anxiety and Depression: A Meta-Analytic Review Journal of Consulting and Clinical Psychology April 1, 2010