Cost Analysis of Ingredients for Successful Implementation of a Mindfulness-Based Professional Development Program for Teachers

Doyle, Sebrina L.; Brown, Joshua L.; Rasheed, Damira; Jones, Damon; Jennings, Patricia A.

doi:10.1007/s12671-018-0958-4

Cited by 12 publications

(10 citation statements)

References 14 publications

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“… 91 For example, studies showed that the training cost for teachers in a mindfulness training program ranged from US$515 to US$1850 per teacher depending on the number of teachers being trained and the ancillary and opportunity costs. 92 However, more studies are needed to confirm their cost-effectiveness. Preliminary evidence support its cost-effectiveness, 93 including but not limited to pain in breast cancer, 94 fibromyalgia, 95 low back pain 96 and caregiver training.…”

Section: Cost-effectiveness Of Mbismentioning

confidence: 99%

Mindfulness-based interventions: an overall review

Zhang

Lee

Mák

et al. 2021

British Medical Bulletin

265

119

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Introduction This is an overall review on mindfulness-based interventions (MBIs). Sources of data We identified studies in PubMed, EMBASE, CINAHL, PsycINFO, AMED, Web of Science and Google Scholar using keywords including ‘mindfulness’, ‘meditation’, and ‘review’, ‘meta-analysis’ or their variations. Areas of agreement MBIs are effective for improving many biopsychosocial conditions, including depression, anxiety, stress, insomnia, addiction, psychosis, pain, hypertension, weight control, cancer-related symptoms and prosocial behaviours. It is found to be beneficial in the healthcare settings, in schools and workplace but further research is warranted to look into its efficacy on different problems. MBIs are relatively safe, but ethical aspects should be considered. Mechanisms are suggested in both empirical and neurophysiological findings. Cost-effectiveness is found in treating some health conditions. Areas of controversy Inconclusive or only preliminary evidence on the effects of MBIs on PTSD, ADHD, ASD, eating disorders, loneliness and physical symptoms of cardiovascular diseases, diabetes, and respiratory conditions. Furthermore, some beneficial effects are not confirmed in subgroup populations. Cost-effectiveness is yet to confirm for many health conditions and populations. Growing points Many mindfulness systematic reviews and meta-analyses indicate low quality of included studies, hence high-quality studies with adequate sample size and longer follow-up period are needed. Areas timely for developing research More research is needed on online mindfulness trainings and interventions to improve biopsychosocial health during the COVID-19 pandemic; Deeper understanding of the mechanisms of MBIs integrating both empirical and neurophysiological findings; Long-term compliance and effects of MBIs; and development of mindfulness plus (mindfulness+) or personalized mindfulness programs to elevate the effectiveness for different purposes.

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Section: Cost-effectiveness Of Mbismentioning

confidence: 99%

Mindfulness-based interventions: an overall review

Zhang

Lee

Mák

et al. 2021

British Medical Bulletin

265

119

View full text Add to dashboard Cite

show abstract

“…Subsequently, transparency regarding what ingredients were included and how their monetary values were determined is crucial for comparability across programs (Crowley et al, 2018). In order to address the uncertainty of these assumptions and increase generalizability, sensitivity analyses are conducted by varying the assumptions upon which costs were estimated (Levin et al, 2018; see Belfield et al, 2015; Doyle, Brown, Rasheed, Jones, & Jennings, 2018 for examples). Sensitivity analyses provide a range of costs and ICERs and provide information on how sensitive results are to changes in the assumptions.…”

Section: Introduction To Cost-effectiveness Analysismentioning

confidence: 99%

Performance feedback during writing instruction: A cost-effectiveness analysis.

Barrett¹,

Truckenmiller²,

Eckert³

2020

School Psychology

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Students in K-12 settings experience poor writing outcomes, with less than 30% of students writing at the proficient level. Coupled with the pressure to improve academic outcomes with limited resources, schools are in dire need of efficient, universally provided instructional activities that promote writing skills. Performance feedback on writing fluency was designed to be a brief, low-resource universally provided instructional activity to facilitate writing development and has demonstrated moderate to large effects on formative writing measures. The current study was conducted to directly evaluate the extent to which performance feedback on writing fluency is cost-effective. This study uses the ingredients method to estimate the costs of providing performance feedback on writing fluency and calculates incremental cost-effectiveness ratios based on secondary data from a randomized controlled trial. Results suggest that performance feedback is more cost-effective than comprehensive systems reform initiatives and comparable to other universally provided interventions, and therefore should be considered a cost-effective approach to improve writing fluency for all students. Results provide school psychologists with concrete examples of how to support prevention and intervention activities aimed to improve student writing outcomes. Limitations and suggestions for future research are also discussed. Impact and ImplicationsThe study calculated the cost-effectiveness of a universally provided instructional activity to facilitate students' writing fluency based on secondary data (e.g., minutes for implementation) from a randomized controlled trial. The results demonstrated how school psychologists can use economic evaluations to promote evidence-based practices that maximize school resources.

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“…Schools with fewer resources displayed more difficulty with program implementation McIntosh et al, 2016). This finding would indicate a cost analysis for thoroughly researched PD could be beneficial (Doyle et al, 2018).…”

Section: School-wide Reform Implementationmentioning

confidence: 94%

“…Much like other PD programs (Doyle, Brown, Rasheed, Jones, & Jennings, 2018;Garet, Porter, Desimone, Birman, & Yoon, 2001;, GE is researched based. The GE program actively sought best practices in teaching in order to create what they considered to be an exemplary PD program .…”

Section: Overview Of the Organizationmentioning

confidence: 99%

“…With respect to the cost of PD, Doyle et al (2018) studied the Cultivating Awareness and Resilience in Education for Teachers PD program and posited choosing a PD program which has evidence of efficacy and has been rigorously researched may be more expensive than programs created locally, but the overall expenditure may well be worth it. researched successful implementation of comprehensive school reform.…”

Section: School-wide Reform Implementationmentioning

confidence: 99%

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Great expectations : a qualitative study of selection, school preparation, and implementation of a professional development program

Sheffield¹

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This study explored the experiences surrounding the selection, preparations, and implementation of a professional development program, Great Expectations, at two schools that adopted the program at different times in their existence. Twelve participants took part in this basic qualitative study which utilized three forms of data collection: (a) interviews, (b) observations, and (c) document and video clip analysis. The researcher analyzed data as it was collected. Upon completion of the data collection, the researcher used constant comparative, inductive analysis, which resulted in the emergence of themes and subthemes. The study's findings revealed differences at the two schools, as well as some similar experiences. Although neither school's participants had a say in the decision-making process, the new school had positive wordings while the existing school voiced negative experiences. The preparations for implementation revealed an extensive time commitment in training and classroom preparation at both schools with some differences in the emotional aspects. Again, the experiences were more positive at the new school. The practices to maintain fidelity of implementation revealed several similarities, with differences in human resources provided. The findings indicate the need for a plan when implementing a school-wide professional development program. The plan should include more stakeholder voices at the decision-making table, more time and resources during contract time for preparation, and continued support during the practice of implementation.

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Cost Analysis of Ingredients for Successful Implementation of a Mindfulness-Based Professional Development Program for Teachers

Cited by 12 publications

References 14 publications

Mindfulness-based interventions: an overall review

Mindfulness-based interventions: an overall review

Performance feedback during writing instruction: A cost-effectiveness analysis.

Great expectations : a qualitative study of selection, school preparation, and implementation of a professional development program

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