The purpose of this systematic review was to assess the current literature on mindfulness-based school interventions (MBSIs) by evaluating evidence across specific outcomes for youth.We evaluated 77 studies with a total sample of 12,358 students across five continents, assessing the quality of each study through a robust coding system for evidence-based guidelines. Coders rated each study numerically per study design as 1++ (RCT with a very low risk of bias) to 4 (expert opinion) and across studies for the corresponding evidence letter grade, from highest quality ('A Grade') to lowest quality ('D Grade') evidence.The highest quality evidence ('A Grade') across outcomes indicated that MBSIs increased prosocial behavior, resilience, executive function, attention and mindfulness, and decreased anxiety, attention problems/ADHD behaviors and conduct behaviors. The highest quality evidence for well-being was split, with some studies showing increased well-being and some showing no improvements. The highest quality evidence suggests MBSIs have a null effect on depression symptoms.This review demonstrates the promise of incorporating mindfulness interventions in school settings for improving certain youth outcomes. We urge researchers interested in MBSIs to study their effectiveness using more rigorous designs (e.g., RCTs with active control groups, multi-method outcome assessment, and follow-up evaluation), to minimize bias and promote higher quality-not just increased quantity-evidence that can be relied upon to guide school-based practice. 

/pdf/mindfulness-based-school-interventions-a-systematic-review-dapk3oe6.pdf

Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design

Many persons with intellectual and developmental disabilities resist basic dental care leading to poor oral health. The present study evaluated the effects of a dental desensitization intervention for two students who had autism spectrum disorder and would not tolerate tooth cleaning and examination. Intervention consisted of gradually exposing the students to steps within a desensitization hierarchy, reinforcing compliance, and progressively fading-eliminating reinforcement. Familiar care-providers implemented intervention within a simulated dental setting at their school. Both students completed intervention successfully and one of them was able to tolerate procedures during visits to a dentist’s office. We discuss the clinical and research implications of these findings.

Dental Desensitization for Students with Autism Spectrum Disorder through Graduated Exposure, Reinforcement, and Reinforcement-Fading

Female high school athletes playing volleyball and soccer (N = 32) responded to a social validity questionnaire that inquired about their experiences with a sportfocused mindfulness training program. On average, the student-athletes rated most highly the effects of mindfulness training on emotional awareness and attention focusing, the contribution of mindfulness toward team play, the benefit of having coaches learn mindfulness skills, and the application of mindfulness to other sports. There were dissimilar ratings between the volleyball and soccer student-athletes concerning use of mindfulness when preparing for and during games. Most of the formal mindfulness practices taught during the training program were rated as being helpful to very helpful. We discuss factors influencing these findings and implications for mindfulness–sport performance research.

Attitudes and Opinions of Female High School Athletes About Sports-Focused Mindfulness Training and Practices

We conducted a two-phase study with ninth-grade high school students (N = 84) who participated in a 10-week mindfulness education program. In phase 1, an intervention was introduced to increase the number of meditation sessions and minutes of formal mindfulness practices they performed. In phase 2, the students completed a social validity assessment by rating their satisfaction with and approval of the mindfulness education program. Intervention had a variable effect with the students and they positively endorsed several outcomes from mindfulness training, particular mindfulness practices, and future interest in mindfulness. We discuss implications from the study for planning and implementing school-based mindfulness education programs.

Social Validity Assessment and Intervention Evaluation of Mindfulness Education and Practices with High School Students

This discussion article considers applied behavior analysis measurement, assessment, and treatment of sleep and sleep-related problems among infants, children, and youth who are typically developing and have neurodevelopmental disabilities. Measurement has concentrated on designing practitioner-implemented methods and improving fidelity of data recording through sleep-monitoring instrumentation. The emphasis of assessment is identifying antecedent and consequence variables that promote sleep and evoke and maintain sleep-related problems. Treatment research has evaluated several effective interventions for problems such as delayed sleep-onset, night and early morning waking, bedtime resistance, and unwanted co-sleeping. Early and contemporary applied behavior analysis research is reviewed relative to function-based treatment formulation, intervention integrity, social validity, and research-to-practice translation.

Applied behavior analysis measurement, assessment, and treatment of sleep and sleep‐related problems

Behavioral Health Promotion and Intervention in Intellectual and Developmental Disabilities

The authors describe social validity assessment of mindfulness education and practices among high school students (N = 84) participating in a 10-week instructional program. The participants rated their satisfaction with and acceptance of several program components, content areas, and outcomes, as well as their engagement in specific mindfulness practices. Nearly all of the participants rated the program favorably, reported many beneficial effects, and anticipated future use of mindfulness in their lives. They did not routinely perform voluntary formal guided meditations beyond the classroom but did engage in informal mindfulness practices preceding certain activities (e.g., preparing for a test, athletic competition, performance event) and going to sleep at night. The authors discuss these findings and the implications for designing school-based mindfulness education programs.

Social Validity Assessment of Mindfulness Education and Practices Among High School Students

Many children and youth with neurodevelopmental disorders and intellectual and developmental disabilities are overweight and obese, presenting with health risks and poor quality of life In this study we incorporated a non-concurrent multiple baseline design to evaluate a health and wellness intervention that targeted weight and body mass index (BMI) of five students (11–19 years old) attending a residential school Intervention was designed and evaluated by a multidisciplinary team comprised of a dietician, nurses, physicians, behavior analysts, educators, and information technology specialists The key areas of intervention were diet-nutrition, exercise-physical activity, health informatics monitoring, and care provider training All of the students were classified as obese upon admission to the residential school, achieved normative BMI measures (non-obese) for age and gender within 2–4 months of intervention, and maintained weight loss during periods lasting 16–30 months Issues of intervention implementation, clinical recommendations, and future research are discussed

Evaluation of a Comprehensive Health-Wellness Intervention on Weight and BMI of Residential Students with Neurodevelopmental Disorders

This study evaluated the effects of a supervisory intervention on maintenance of appearance and organization in classrooms at a human services program for children and youths. The intervention combined performance feedback to classroom staff, public posting of performance outcomes, and eligibility for a performance-based incentive. Conducted in a multiple-baseline design, intervention was immediately and consistently effective in all classrooms. These findings support organizational behavior management applications within human services programs to improve performance that is related to environmental care.

/pdf/improving-classroom-appearance-and-organization-through-a-3mp59cbd0v.pdf

Improving Classroom Appearance and Organization Through a Supervisory Performance Improvement Intervention.

Social validity concerns the acceptance and approval of intervention objectives, procedures, and outcomes among service recipients, care providers, and other consumers. This chapter addresses social validity assessment within applied behavior analysis (ABA) treatment of violence-aggression in persons who have neurodevelopmental disabilities, including an overview and historical context, description of assessment methodologies, and practice recommendations. The chapter further reviews pertinent research examples of social validity assessment and presents suggestions for application in and dissemination of ABA treatment studies.

Social Validity Assessment

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