Mindfulness as an Intervention for Improving Academic Success among Students with Executive Functioning Disorders

McCloskey, Laura E.

doi:10.1016/j.sbspro.2015.01.650

Cited by 36 publications

(33 citation statements)

References 25 publications

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“…Compared to findings in the literature review, this research supported the overall effectiveness of a mindfulness-based intervention for students with special needs (Beauchemin, Hutchins, & Patterson, 2008;Carboni, Roach, & Frederick, 2013;Elias, 2004;McCloskey, 2015), in terms of improving students' attention, behavior, and self-perception. Of the ten participating students, seven students displayed some level of improvement in their attention and behavior in their general education classes, based on observations and teacher feedback.…”

Section: Chapter 5 Discussionsupporting

confidence: 60%

“…While there are studies that have examined the effects of mindfulness with students, there is little to no research studies that have examined the effectiveness of an MBI on middle school students with special needs. Previous studies regarding mindfulness with special education students focus on students at the elementary, high school, and college levels (Beauchemin, Hutchins, & Patterson, 2008;Carboni, Roach, & Frederick, 2013;Malow & Austin, 2016;Elias, 2004;McCloskey, 2015;Malboeuf-Hurtubise, Lacourse, Taylor, Joussemet, & Amor, 2016).…”

Section: Statement Of Purposementioning

confidence: 99%

“…Students with Attention Deficit Hyperactivity Disorder (ADHD) oftentimes have a difficult time paying attention and controlling impulsive behaviors, which are both executive functioning skills. Self-awareness, inhibition, working memory (both verbal and non-verbal), emotional self-regulation, self-motivation, and planning and problem solving all fall under executive functioning (Carboni et al, 2013;McCloskey, 2015). These behavioral difficulties can ensue in poor social, behavioral, and academic skills.…”

Section: Students With Attention Deficitsmentioning

confidence: 99%

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The Effects of a Mindfulness-Based Intervention on Middle School Students with Special Needs

Castillo¹

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Adolescence is a vulnerable period to a child's emotional and social environment due to the puberty-related changes in hormones, which has an effect on their judgement, impulse control, and emotional regulation. Middle school students face several daily stressors at school, at home, and in their communities. Although adolescents face stressors in and out of school, a mindfulness-based intervention (MBI) can be beneficial. This research focuses on the effects of a mindfulness-based intervention on middle school special education students in regards to their attention and behavior in general education classes as well as their self-perception. While prior studies address the benefits of an MBI on students at the elementary and high school levels, there is little research showing how mindfulness affects middle school students, specifically students with special needs. Taking a mixed methods approach, this study involved implementing a mindfulness-based intervention in a life skills math class of ten sixth, seventh, and eighth grade special education students. Data was collected through surveys, focus groups, interviews, and observations. The findings from the research show that the MBI was significantly effective for improving the attention and behavior of students who qualify for special education services under the Other Health Impairment (OHI) category. In addition, students' self-perceptions in regards to school motivation and attention improved after participating in the mindfulness-based intervention.

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Section: Chapter 5 Discussionsupporting

confidence: 60%

Section: Statement Of Purposementioning

confidence: 99%

Section: Students With Attention Deficitsmentioning

confidence: 99%

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The Effects of a Mindfulness-Based Intervention on Middle School Students with Special Needs

Castillo¹

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“…For example, van der Riet et al ., Frank et al ., Poulin, Zenner et al ., Bamber and Schneider, and McCloskey showed the effectiveness of mindfulness interventions on test anxiety of students. [ 23 24 25 26 27 28 ] Vøllestad et al . also found that MBSR can be useful in keeping anxiety symptoms in a balanced level in people with anxiety disorders.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of mindfulness-based stress reduction on emotion regulation and test anxiety in female high school students

Shahidi

Akbari

Zargar

2017

J Edu Health Promot

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BACKGROUND:Test anxiety is one of the most disabling disorders and annual school academic performance will affect millions of students. Hence, it needs attention and treatment. Therefore, this research aimed to examine the effectiveness of a mindfulness-based stress reduction (MBSR) therapy on emotion regulation and test anxiety of students and test the remaining effect of this treatment after 3 month.METHODS:Sample size of fifty participants randomly divided into experimental (MBSR) and control groups. The MBSR training interventions were implemented to the experimental group, in eight weekly sessions using MBSR manual by John Kabat-Zinn (2013). Participants in both groups were evaluated using the Test Anxiety Scale and the Cognitive Emotion Regulation Questionnaire. The study findings were analyzed using analysis of variance with repeated measures.RESULTS:The result shows that the MBSR program has had continuous significant effects on test anxiety (P < 000) and emotion regulation (P < 000) but was not significant only for the self-blame subscale (P = 0.126).CONCLUSIONS:The study results indicated that the effects of MBSR lasted through the follow-up, for both of these variables. Using the results of this study may be proposed school counselors use mindfulness to reduce the anxiety of their pupils.

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“…In response, many universities are developing strategies designed to improve student mental health (Greenberg et al, 2003). They are paying particular attention to mindfulness because there is increasing evidence that 'mindful learning' addresses student mental health and general coping abilities (Collard, Avny, & Boniwelly, 2008;Hassed, de Lisle, Sullivan, & Pier, 2009;Kang, Choi, & Ryu, 2009;Lynch, Gander, Kohls, Kudielka, & Walach, 2011), and also enhances students' cognitive and socio-emotional capabilities and improves their general well-being and academic performance (Hassed & Chambers, 2014;McCloskey, 2015;Mrazek, Franklin, Phillips, Baird, & Schooler, 2013;Ritchhart & Perkins, 2000;Zeidan, Johnson, Diamond, David, & Goolkasian, 2010). A number of Australian universities (such as Monash University, the Australian National University and the University of South Australia) are thus offering mindfulness programs to help students both with stress management and to develop cognitive strategies to enhance academic performance (Hassed & Chambers, 2014).…”

Section: Introductionmentioning

confidence: 99%

Teaching Mindfulness Online

Simmons¹,

Redman²

2018

JANZSSA

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This article outlines the design and delivery of sessions used and the results obtained from a 2016 pilot study investigating whether the use of mindfulness-based techniques could enhance the wellbeing and academic performance of university students. The study, a collaboration between counselling and chaplaincy at Charles Sturt University (CSU) had three aims: (1) to determine benchmark data of wellbeing, focused attention and academic motivation across the CSU student population; (2) to determine whether mindfulness training affected the emotional wellbeing, focused attention and academic performance of higher education students; and (3) because around 60% of CSU students study online, to examine the relative contribution of two different online modes for delivering mindfulness training, one in real time and one self-guided. Based on research that supports the assumption that 'mindful learning' benefits students by enhancing their cognitive and socio-emotional capabilities and improving their general wellbeing and academic performance, this study used three validated psychometric scales to measure the attention and awareness, wellbeing and academic motivation of the participants before and after a four week mindfulness training course. The results demonstrated three main findings: mindfulness training may contribute in the long-term to creating a mindset conducive to learning; mindfulness training can be successfully administered online, both in real time and self-guided; and mindfulness training may contribute to shifting patterns of motivation for learning from extrinsic to intrinsic motivation.

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Mindfulness as an Intervention for Improving Academic Success among Students with Executive Functioning Disorders

Cited by 36 publications

References 25 publications

The Effects of a Mindfulness-Based Intervention on Middle School Students with Special Needs

The Effects of a Mindfulness-Based Intervention on Middle School Students with Special Needs

Effectiveness of mindfulness-based stress reduction on emotion regulation and test anxiety in female high school students

Teaching Mindfulness Online

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