Evaluating a Mindfulness-Based Intervention to Improve Academic Engagement

Autor/inn/en	Axelrod, Michael I.; Santagata, Michael L.
Titel	Evaluating a Mindfulness-Based Intervention to Improve Academic Engagement
Quelle	In: Journal of Applied School Psychology, 38 (2022) 3, S.262-282 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2021.1941472
Schlagwörter	Metacognition; Intervention; Learner Engagement; Elementary School Students; School Psychology; Program Effectiveness; Grade 4; Positive Behavior Supports; Behavior Problems; Program Implementation; Fidelity; Systematic Screening for Behavior Disorders + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schulpsychologie; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	The current study used an ABAB design to evaluate the effects of a school-based mindfulness-based intervention (MBI) on the classroom academic engagement of three elementary school students. Specifically, the study investigated the Soles of the Feet MBI delivered in a small group format at the Tier 2 level. Findings were mixed, as one student failed to demonstrate improvements in academic engagement and two exhibited small to moderate improvements. Results from this study offer a cautionary tale to school psychologists looking for evidence-based Tier 2 interventions. Although MBIs might be appealing, more research is likely needed to establish them as evidence-based when targeting academic engagement at the Tier 2 level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01