The Effects of a Mindfulness and Biofeedback Program on the On- and Off-Task Behaviors of Students with Emotional Behavioral Disorders

Rush, Karena S.; Golden, Maria E.; Mortenson, Bruce P.; Albohn, Daniel N.; Horger, Melissa N.

doi:10.1007/s40688-017-0140-3

Cited by 15 publications

(22 citation statements)

References 39 publications

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“…Table 3 provides information related to intervention characteristics, including targeted SEL competencies, intervention setting, use of recommended practices, and intervention duration. Aside from two studies that pulled students out of a general education classroom to resource rooms (Maher, 1982;Rush, Golden, Mortenson, Albohn, & Horger, 2017), all interventions were implemented in self-contained classrooms at alternative schools specialized in serving students with significant behavior needs. Another element of consideration was the personnel implementing the interventions.…”

Section: Resultsmentioning

confidence: 99%

School-Based Social-Emotional Learning Interventions for Students With Emotional and Behavioral Disorders: A Systematic Literature Review

Worth¹

2019

Proceedings of the 2019 AERA Annual Meeting

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Students with emotional and behavioral disorders (EBD) represent a population in today's schools who have significant needs. Further, researchers estimate between two and seven percent of students in the United States (US) exhibit long-term emotional or behavioral problems, often involving strong negative emotions and aggression such that behaviors interfere with academic and social learning (Kauffman, 2005;Kauffman & Landrum, 2009;Forness, Kim, & Walker, 2012). Identification with EBD is also highly predictive of a variety of adverse longterm outcomes, including interpersonal conflict, poor employment, and criminal justice involvement (Bradley, Doolittle, & Bartolotta, 2008;Kauffman & Landrum, 2009;Siperstein, Wiley, & Forness, 2011). According to Bradley and colleagues (2008), the academic, social, and emotional outcomes continue to be "…the worst…of any disability group" (p. 19).While the stability of behaviors and extreme negative outcomes of students with EBD have proven to be particularly challenging for educators, social-emotional learning (SEL) may represent a promising area of intervention. According to the Collaborative for Academic, Social, and Emotional Learning (CASEL; 2017), SEL is the process by which students learn and apply the knowledge and skills required for emotion regulation and identification, goal-oriented behavior, empathy, the development and maintenance of positive relationships, and effective problem-solving. Researchers report universal school-based SEL improve short-term and longterm student outcomes (Durlak et al., 2011;Taylor, Oberle, Durlak, & Weissberg, 2017). The skill sets promoted by SEL directly align with behavioral needs observed in students identified with EBD (Individuals with Disabilities Education Act, 2004).

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Section: Resultsmentioning

confidence: 99%

School-Based Social-Emotional Learning Interventions for Students With Emotional and Behavioral Disorders: A Systematic Literature Review

Worth¹

2019

Proceedings of the 2019 AERA Annual Meeting

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“…The main limitation of this study is the configuration of the treatment group, as it was not randomly created. However, in previous studies [ 85 ], it has been shown that natural composed groups can also benefit from HRV biofeedback interventions. As in previous interventions [ 28 , 48 ], the natural configuration of the groups was respected, and the corresponding sample size made the analysis possible.…”

Section: Discussionmentioning

confidence: 99%

“…Version(Copyright HeartMath, Inc. Quantum Intech, Boulder Creek, CA, USA). This software’s efficacy in learning breathing patterns to increase HRV has been proven by different studies [ 27 , 48 , 49 , 85 ]. The software requires digital equipment, a USB, and a non-invasive auditory sensor connected to the earlobe used to detect the HRV in real-time.…”

Section: Methodsmentioning

confidence: 99%

Reducing Anxiety and Social Stress in Primary Education: A Breath-Focused Heart Rate Variability Biofeedback Intervention

Aranberri-Ruiz

Aritzeta

Olarza

et al. 2022

IJERPH

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Primary school students suffer from high levels of anxiety and stress. Having emotional regulation abilities can help them to manage challenging emotional situations. Conscious and slow breathing is a physiological, emotional regulation strategy that is feasible for primary school students to learn. Following Polyvagal Theory and PMER Theory, this research presents the results of a breath-focused heart rate variability biofeedback intervention. The intervention aimed to reduce anxiety and physiological and social stress in primary school children. A total of 585 students (46.4% girls and 53.6% boys) from the same public school, aged between 7 and 12 years (M = 8.51; SD = 1.26), participated in this study. To assess the impact of training, a mixed design was used with two groups (Treatment and Control groups), two evaluation phases (Pretest and Post-test), and three educational cycles (first, second and third cycles). To examine heart rate variability, emWave software was used and anxiety and social stress were measured by the BASC II test. The results showed that after the intervention, the students learned to breathe consciously. Moreover, they reduced their levels of anxiety (M(SD)pretest = 12.81(2.22) vs. M(SD)posttest = 13.70(1.98)) and stress (M(SD)pretest = 12.20(1.68) vs. M(SD)posttest = 12.90(1.44)). The work also discusses the limitations and benefits of this type of intervention in primary schools.

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“…Selain itu, guru juga perlu memahami penyebab siswa melakukan perilaku tersebut, bisa jadi hal tersebut dikarenakan siswa perlu untuk menyalurkan emosi-emosi negatif dalam dirinya. Pernyataan tersebut sesuai dengan pendapat (Rush, 2017) faktor penyebab perilaku off task bukan hanya berasal dari lingkungan, namun juga dari diri siswa sendiri. Faktor yang ditemukan terkait dengan siswa yaitu motivasi belajar rendah, adanya traumatis pada siswa serta masalah keluarga.…”

Section: Upaya-upaya Guru Dalam Mengurangi Perilaku Off Taskunclassified

Bentuk-Bentuk Perilaku Off-Task dan Upaya Penanganan Guru Kelas di Madrasah Ibtida’iyah

Esanti

Ramli

Yuniastuti

2020

Jur.Pend.Teo.Pen.Peng.

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Abstract: This study aims to determine the forms of off-task behavior carried out by students from Islamic boarding schools and general students, knowing the factors that cause as well as the efforts made by classroom teachers to reduce off-task behavior. This research is a type of qualitative research. The research was conducted in 3 schools in Trenggalek regency. The results showed that students from Islamic boarding schools were more likely to carry out off-task behaviors in the category of large problems related to assignments, while general students were more varied and spread across all categories. The factors that cause students to carry out off-task behavior are from the school related to the general condition of the school and the management of the teacher in managing the class, there are factors from the place of residence and from the students themselves. The efforts made by the teacher are different in every type off task behaviour. Teacher is more silent and give advices.Abstrak: Penelitian ini bertujuan untuk mengetahui bentuk-bentuk perilaku off task yang dilakukan oleh siswa dari pondok pesantren dan siswa umum, mengetahui faktor penyebab serta upaya-upaya yang dilakukan oleh guru kelas untuk mengurangi perilaku off task. Penelitian ini merupakan penelitian kualitatif. Penelitian dilakukan di tiga sekolah di kabupaten Trenggalek. Hasil penelitian menunjukkan jika siswa dari pondok pesantren lebih cenderung melakukan perilaku off task kategori masalah besar terkait dengan tugas, sementara siswa umum lebih bervariasi dan menyebar pada semua kategori. Faktor penyebab siswa melakukan perilaku off task yaitu dari sekolah terkait dengan kondisi umum sekolah dan manajemen guru dalam mengelola kelas, terdapat faktor dari tempat tinggal serta dari diri siswa sendiri. Upaya yang dilakukan guru berbeda pada setiap kategori. Guru lebih banyak membiarkan dan menegur.

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The Effects of a Mindfulness and Biofeedback Program on the On- and Off-Task Behaviors of Students with Emotional Behavioral Disorders

Cited by 15 publications

References 39 publications

School-Based Social-Emotional Learning Interventions for Students With Emotional and Behavioral Disorders: A Systematic Literature Review

School-Based Social-Emotional Learning Interventions for Students With Emotional and Behavioral Disorders: A Systematic Literature Review

Reducing Anxiety and Social Stress in Primary Education: A Breath-Focused Heart Rate Variability Biofeedback Intervention

Bentuk-Bentuk Perilaku Off-Task dan Upaya Penanganan Guru Kelas di Madrasah Ibtida’iyah

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