Mindful Parenting Decreases Aggression and Increases Social Behavior in Children With Developmental Disabilities

Singh, Nirbhay N.; Lancioni, Giulio E.; Winton, Alan S. W.; Singh, Judy; Curtis, W. John; Wahler, Robert G.; McAleavey, Kristen

doi:10.1177/0145445507300924

Cited by 259 publications

(188 citation statements)

References 28 publications

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“…Both the mindfulness and parent training interventions we are proposing are shorter than the standard interventions delivered (8 and 12 sessions, respectively), as there is growing evidence that these interventions can be less involved (Jensen & Lowry, 2012) even when delivered to parents of children with ID (Dykens et al, 2014). Research suggests that parents of children with developmental disabilities who practice MBSR strategies show improved satisfaction with parenting and satisfaction with the relationships with their children (Singh et al, 2007). Furthermore, for parents who practice mindfulness, meditation gradually becomes a part of their everyday lives (Singh et al, 2010).…”

Section: Intervention Blueprintmentioning

confidence: 99%

Intellectual Disability and Developmental Risk: Promoting Intervention to Improve Child and Family Well‐Being

et al. 2017

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Initial intervention processes for children with intellectual disabilities (IDs) largely focused on direct efforts to impact core cognitive and academic deficits associated with the diagnosis. Recent research on risk processes in families of children with ID, however, has influenced new developmental system approaches to early intervention. Recent risk and resilience processes are reviewed that connect stress, family process, and the high rates of behavioral problems in children with ID that have substantial influence on child and family outcomes. These models are linked to emerging evidence-based intervention processes that focus on strategic parent skill training and mindfulness interventions that reduce parental stress and create indirect benefits for children's behavioral competencies. A family-focused developmental systems approach (M. J. Guralnick, 2011) is emphasized.

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Section: Intervention Blueprintmentioning

confidence: 99%

Intellectual Disability and Developmental Risk: Promoting Intervention to Improve Child and Family Well‐Being

et al. 2017

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“…Previous research has identified mindfulness as an effective intervention for a range of behaviors, including suppression of challenging anti-social behaviors (e.g., Hofmann et al, 2010;Singh et al, 2003;Singh et al, 2007) increases in awareness, and attention to external and internal environmental stimuli (e.g., Wilson & Dixon, 2010). The current study determined the extent to which mindfulness combined with other classroom behavior management strategies would impact student engagement in on-task behavior.…”

Section: Discussionmentioning

confidence: 94%

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

Kasson

Wilson

2016

Behav Analysis Practice

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The current case study combined mindfulnessbased 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 selfmonitoring (D) for two students. 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. Keywords Behavior analysis . Mindfulness . Classroom behavior managementBehavior analytic interventions have been used in classroom settings to attenuate for issues with traditional classroom management strategies (e.g., Armendariz & Umbreit, 1999;Doggett, Edwards, Moore, Tingstrom, & Wilczynski, 2001;Gresham, 2004;Lee, Sugai, & Horner, 1999). A behavior analytic approach not only objectively identifies both skill deficits and overt problem behaviors, but also utilizes quantitative measures of behavior to make intervention decisions and denote behavior change. Antecedent manipulations (e.g.,

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“…También se ha probado su eficacia en la disminución de los niveles de agresividad en una muestra de estudiantes en riesgo de exclusión social y de adolescentes con Asperger (Singh et al, 2007;Singh et al, 2011). Bögels, Hoogstad, Dun, Schutter y Restifo (2008) encontraron, por otro lado, que la meditación mindfulness ayudaba a mejorar las metas personales, las preocupaciones internas y externas, los problemas de atención, el nivel de felicidad y la conciencia mindfulness en adolescentes con trastornos externalizantes como el déficit atencional, oposicionista-desafiante y del espectro autista.…”

Section: Intervenciones Basadas En Mindfulnessunclassified

Factores de riesgo asociados al consumo problemático de alcohol en la adolescencia: El rol preventivo de mindfulness

Lerma-Cabrera

Steinebach

Carvajal

et al. 2015

PSYE

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RESUMEN:El consumo problemático de alcohol en jóvenes se ha asociado con graves consecuencias sociales, de salud y económicas, generando enormes costos para los sistemas de la salud. Diversos estudios muestran que cuanto más temprano comienza el uso de sustancias, mayor es la probabilidad de desarrollar un trastorno de consumo de sustancias en la adultez. Sin embargo, esta relación se encuentra mediada por diversos factores de riesgo tanto contextuales (p.ej., historia de alcoholismo familiar) como individuales (p.ej., descontrol de impulsos). Los programas de prevención van dirigidos fundamentalmente a tratar de disminuir el consumo problemático y los daños de un consumo existente. Entre las aproximaciones psicológicas que mayor desarrollo han tenido en los últimos años se encuentran las intervenciones basadas en mindfulness (MBI) o también denominadas terapias-cognitivo conductuales de tercera generación. Recientemente las MBI se han utilizado en el tratamiento de la dependencia de sustancias. No obstante, son escasos los estudios que analizan el rol que mindfulness puede desempeñar a nivel de prevención sobre los factores asociados a un consumo de alcohol de riesgo y de los problemas asociados con este consumo en adolescentes. Palabras clave: mindfulness, consumo de alcohol, adolescencia, prevención, salud mental. Risk factors associated with problematic alcohol use in adolescence:The preventive role of mindfulness ABSTRACT: Problematic alcohol consumption in youth is known to be related to social, health and financial problems, generating huge costs for the public health system. A number of studies describe early onset of drinking as being associated with an increased risk for developing alcohol dependence. However, this relationship is mediated by contextual (e.g. family history of alcoholism) and individual (e.g. problems of impulse control) risk factors. Therefore, prevention programs aim to reduce both problematic drinking and detriments of existing consumption. One of the most developed psychological approaches in recent years is mindfulness-based interventions (MBIs), also termed a part of third wave cognitive behavioral therapies. Recently, MBIs were applied in the treatment of substance dependence. Nevertheless, there are only a few studies *Correspondencia: Instituto Milenio para la Investigación en Depresión y Personalidad (MIDAP),

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Mindful Parenting Decreases Aggression and Increases Social Behavior in Children With Developmental Disabilities

Cited by 259 publications

References 28 publications

Intellectual Disability and Developmental Risk: Promoting Intervention to Improve Child and Family Well‐Being

Intellectual Disability and Developmental Risk: Promoting Intervention to Improve Child and Family Well‐Being

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

Factores de riesgo asociados al consumo problemático de alcohol en la adolescencia: El rol preventivo de mindfulness

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