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Behavioral and Academic Outcomes Fol...

Meadows, Emily Amiah.

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Behavioral and Academic Outcomes Following Implementation of a Mindfulness-Based Intervention in an Urban Public School.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Behavioral and Academic Outcomes Following Implementation of a Mindfulness-Based Intervention in an Urban Public School./
Author:	Meadows, Emily Amiah.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	121 p.
Notes:	Source: Masters Abstracts International, Volume: 81-06.
Contained By:	Masters Abstracts International81-06.
Subject:	Psychology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27602813
ISBN:	9781687971104

Behavioral and Academic Outcomes Following Implementation of a Mindfulness-Based Intervention in an Urban Public School.
Meadows, Emily Amiah.

Behavioral and Academic Outcomes Following Implementation of a Mindfulness-Based Intervention in an Urban Public School. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 121 p.

Source: Masters Abstracts International, Volume: 81-06.

Thesis (M.A.)--The University of Toledo, 2018.

This item must not be sold to any third party vendors.

The current study aimed to examine whether the implementation of a mindfulness-based intervention in an urban public school led to improvements in student misbehavior, school attendance, and academic achievement. Twenty classrooms (K-8) were randomly assigned to either the intervention group (i.e., MBI group) or waitlist control group (i.e., WLC group). Following random assignment of classrooms to the intervention and waitlist control group, all teachers, students, and parents were invited to participate in the study. Although all randomized classrooms were part of the intervention, not all teachers, students, and parents agreed to take part in the evaluation of the mindfulness program. Of those who did agree to take part in the study, the current analyses included data for 130 students (nMBI = 81, nWLC = 49) from 19 classrooms (nMBI=9, nWLC=10) as well as 70 parents (nMBI = 38, nWLC = 32) who provided data (at one time point or more) speaking to the behavioral functioning of their child.Baseline study data were collected from all participating students prior to the start of the intervention in the fall of 2017. At the end of the fall semester, post-intervention data were collected from the intervention group, and pre-intervention data were collected from the waitlist control group. The final phase of data collection took place at the end of the 2018 school year, at which time post-intervention data were collected from the waitlist control group and 4-month follow-up data from the intervention group.Behavioral and academic functioning were assessed in the current study using multiple reporting sources including school records, teacher report, parent report, and student self-report. Teachers, parents, and students completed the Strengths and Difficulties Questionnaire (SDQ-Teacher/Parent/Youth versions; Goodman, 1997), which includes scales assessing conduct problems, hyperactivity/inattention problems, and peer relationship problems. School records of student absences, grades, standardized test scores, office referrals for misconduct, and suspensions were collected for all participating students.Contrary to hypotheses, students' behavioral functioning (e.g., rates of office referrals, days suspended, days absent, and parent, teacher, and self-rated conduct problems, hyperactivity-inattention problems, and peer relationship problems) and academic functioning (e.g., standardized test scores and letter grades in Math, Reading, and ELA) were not found to improve to a statistically-significant degree following delivery of the mindfulness-based intervention. Despite absence of statistically-significant improvements, positive changes at the individual-level were captured in statistical analyses. These results and the implications of individual-level improvements are discussed within the context of the sociodemographic and socioeconomic characteristics of the current sample. Suggestions for future evaluations of mindfulness-based interventions are also proposed.

ISBN: 9781687971104Subjects--Topical Terms:

519075
Psychology.
Subjects--Index Terms:

Externalizing behavior

Behavioral and Academic Outcomes Following Implementation of a Mindfulness-Based Intervention in an Urban Public School.
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520 $a The current study aimed to examine whether the implementation of a mindfulness-based intervention in an urban public school led to improvements in student misbehavior, school attendance, and academic achievement. Twenty classrooms (K-8) were randomly assigned to either the intervention group (i.e., MBI group) or waitlist control group (i.e., WLC group). Following random assignment of classrooms to the intervention and waitlist control group, all teachers, students, and parents were invited to participate in the study. Although all randomized classrooms were part of the intervention, not all teachers, students, and parents agreed to take part in the evaluation of the mindfulness program. Of those who did agree to take part in the study, the current analyses included data for 130 students (nMBI = 81, nWLC = 49) from 19 classrooms (nMBI=9, nWLC=10) as well as 70 parents (nMBI = 38, nWLC = 32) who provided data (at one time point or more) speaking to the behavioral functioning of their child.Baseline study data were collected from all participating students prior to the start of the intervention in the fall of 2017. At the end of the fall semester, post-intervention data were collected from the intervention group, and pre-intervention data were collected from the waitlist control group. The final phase of data collection took place at the end of the 2018 school year, at which time post-intervention data were collected from the waitlist control group and 4-month follow-up data from the intervention group.Behavioral and academic functioning were assessed in the current study using multiple reporting sources including school records, teacher report, parent report, and student self-report. Teachers, parents, and students completed the Strengths and Difficulties Questionnaire (SDQ-Teacher/Parent/Youth versions; Goodman, 1997), which includes scales assessing conduct problems, hyperactivity/inattention problems, and peer relationship problems. School records of student absences, grades, standardized test scores, office referrals for misconduct, and suspensions were collected for all participating students.Contrary to hypotheses, students' behavioral functioning (e.g., rates of office referrals, days suspended, days absent, and parent, teacher, and self-rated conduct problems, hyperactivity-inattention problems, and peer relationship problems) and academic functioning (e.g., standardized test scores and letter grades in Math, Reading, and ELA) were not found to improve to a statistically-significant degree following delivery of the mindfulness-based intervention. Despite absence of statistically-significant improvements, positive changes at the individual-level were captured in statistical analyses. These results and the implications of individual-level improvements are discussed within the context of the sociodemographic and socioeconomic characteristics of the current sample. Suggestions for future evaluations of mindfulness-based interventions are also proposed.
590 $a School code: 0232.
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650 4 $a Clinical psychology. $3 524863
650 4 $a Personality psychology. $3 2144789
650 4 $a Educational psychology. $3 517650
650 4 $a Behavioral psychology. $3 2122788
650 4 $a Developmental psychology. $3 516948
653 $a Externalizing behavior
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