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Preliminary Evidence on the Efficacy of Mindfulness Combined with Traditional Classroom Management Strategies

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.

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Notes

  1. Teacher behavior was operationalized and collected using similar MTS procedures; however, it is omitted herein. Teacher behavior data is available upon request.

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Correspondence to Alyssa N. Wilson.

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The authors declare that they have no conflict of interest.

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No external funding was received for this review.

Informed Consent

Participant ascent was obtained from students included in the study.

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Highlights

• Replication of previous research on mindfulness based interventions to increase student engagement in on-task behaviors in the classroom

• Preliminary evidence into effectiveness of mindfulness combined with traditional classroom behavior management interventions

• Use of delayed multiple baseline design to evaluate effectiveness of interventions across classroom teachers

• Highlights clinical utility of using mindfulness-based exercises in tandem with traditional behavior analytic interventions

• Standard mean difference (SMD) scores identified large effect sizes of mindfulness based intervention when combined with traditional behavioral intervention package

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Kasson, E.M., Wilson, A.N. Preliminary Evidence on the Efficacy of Mindfulness Combined with Traditional Classroom Management Strategies. Behav Analysis Practice 10, 242–251 (2017). https://doi.org/10.1007/s40617-016-0160-x

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  • DOI: https://doi.org/10.1007/s40617-016-0160-x

Keywords

  • Behavior analysis
  • Mindfulness
  • Classroom behavior management