Effects of Mindfulness‐based Interventions on Disruptive Behavior: A Meta‐analysis of Single‐case Research

Abstract

The popularity of mindfulness-based interventions (MBIs) is growing rapidly in schools. Decisions regarding the use of these interventions must be based on empirical evidence. There is robust evidence for the use of MBIs with adults, but research on MBIs with youth is nascent. The purpose of this meta-analytic review was to add to the literature by synthesizing single-case research on MBIs with children and adolescents. Specifically, the effect of MBIs on youths' disruptive behavior was examined in 10 studies published between 2006 and 2014. Results indicated that, on average, MBIs had a medium effect on disruptive behavior during treatment, g = 1.04, 95% confidence interval (CI) [0.30-1.78]; TauU = 0.59, 95% CI [0.40-0.77]. The average effect of MBIs during maintenance phases was larger, g = 1.41, 95% CI [0.55-2.28]; TauU = 0.71, 95% CI [0.59-0.83]. Potential moderators of intervention effects were also explored. Implications for future research and practice regarding MBIs with youth and in schools are discussed. C 2016 Wiley Periodicals, Inc.

Mindfulness-Based Intervention in School Psychology

“…For example, we have no empirical guidance regarding how intervention dosage may moderate effectiveness (Felver and Jennings 2016), or which components within MBI treatment packages are necessary versus superfluous , or how much training and experience with mindfulness is required to effectively implement MBI (Klingbeil et al 2017b). There is also little evidence supporting the behavior-change mechanisms that are purported to drive MBI (Klingbeil et al 2017a). Thus, although the state-of-the-science so far is promising, it is also far from complete.…”

“…Yet, there are some curricula that are intended for use with individuals as well (e.g., Mindfulness-Based Cognitive Therapy for Anxious Children; Semple and Lee 2011), and there is evidence suggesting that individualized psychotherapeutic approaches that integrate MBI (e.g., acceptance and commitment therapy; Halliburton and Cooper 2015) can also be effective with youth. There is also a growing body of evidence indicating that the Soles of the Feet intervention, which is a manualized MBI that has so far only been tested with individuals, can effectively reduce student's disruptive behavior (Klingbeil et al 2017a). Furthermore, considering the strong evidence indicating that mindfulness-based treatments are effective for adults with clinical-level depression and anxiety (Khoury et al 2013), it seems plausible that MBI may eventually prove useful as an intensive-level approach for addressing students' emotional problems.…”

“…To date, the only meta-analysis to take up single-case design studies-as opposed to group-design research-is that conducted by Klingbeil et al (2017a). Their analysis included 10 studies published between 2006 and 2014, all of which targeted youth exhibiting disruptive behavior.…”

Mindfulness and Executive Functions: Making the Case for Elementary School Practice

“…Results were consistent with the hypothesis, suggesting that Mind Yeti is an appropriate and effective intervention for improving the EFs of students. 545 changes in the brain, which is thought to improve EFs as it "fosters enhanced resilience and more optimal brain function" [10].With regard to the use of instruments for assessing mindfulness with young children there are remarkable studies worth to mention like the Child Observation of Mindfulness Measure (C-OMM) [11] proving to be relevant during teacher-directed activities only or the Individualized Classroom Assessment Scoring System (In-Class) to assess children's behaviors as they pertain to desirable social behaviors requiring trained observers to note, interpret, and code select children's behaviors related to their experiences with teachers, peers and tasks [12].In addition, there are multiple MBI programs and curricula marketed to schools for use with elementary school students and they have "differences in the underlying content, methods, dosage, and effectiveness" [13]. For example, Semple et al [14] conducted an open trial, pre-posttest design study where seven and eight year old elementary students with high levels of anxiety received six weekly, forty-five minutes MBI training using an adapted version of the adult Mindfulness-Based Cognitive Therapy (MBCT) and Mindfulness-Based Stress Reduction (MBSR) intervention programs.…”

“…This study is a good example of an MBI program implemented in the curriculum, but a 45-min session may not be feasible for many public-school settings with the current fast paced school environment. Therefore, "in the absence of empirically derived guidelines, practitioners should carefully consider evidence for the specific program when selecting from the numerous MBIs available" and his study seeks to address this need [13].Although previous studies on mindfulness in elementary schools are promising, there is a need for more rigorous evidence-based scientific research in this area. "The use of mindfulness-based interventions (MBIs) in schools has proliferated over the past decade, resulting in the development and marketing of programs and curricula with differences in the underlying content, methods, dosage, and effectiveness" [13].…”