Effects of Mindfulness-Based Interventions on Disruptive Behavior: A Meta-Analysis of Single-Case Research

Autor/inn/en	Klingbeil, David A.; Fischer, Aaron J.; Renshaw, Tyler L.; Bloomfield, Bradley S.; Polakoff, Ben; Willenbrink, Jessica B.; Copek, Rebecca A.; Chan, Kai Tai
Titel	Effects of Mindfulness-Based Interventions on Disruptive Behavior: A Meta-Analysis of Single-Case Research
Quelle	In: Psychology in the Schools, 54 (2017) 1, S.70-87 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21982
Schlagwörter	Metacognition; Intervention; Outcomes of Treatment; Behavior Problems; Meta Analysis; Case Studies; Statistical Analysis; Educational Research; Children; Adolescents; Educational Practices; Student Behavior; Educational Environment + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Meta-analysis; Metaanalyse; Case study; Fallstudie; Case Study; Statistische Analyse; Bildungsforschung; Pädagogische Forschung; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Bildungspraxis; Student behaviour; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	The popularity of mindfulness-based interventions (MBIs) is growing rapidly in schools. Decisions regarding the use of these interventions must be based on empirical evidence. There is robust evidence for the use of MBIs with adults, but research on MBIs with youth is nascent. The purpose of this meta-analytic review was to add to the literature by synthesizing single-case research on MBIs with children and adolescents. Specifically, the effect of MBIs on youths' disruptive behavior was examined in 10 studies published between 2006 and 2014. Results indicated that, on average, MBIs had a medium effect on disruptive behavior during treatment, g = 1.04, 95% confidence interval (CI) [0.30-1.78]; TauU = 0.59, 95% CI [0.40-0.77]. The average effect of MBIs during maintenance phases was larger, g = 1.41, 95% CI [0.55-2.28]; TauU = 0.71, 95% CI [0.59-0.83]. Potential moderators of intervention effects were also explored. Implications for future research and practice regarding MBIs with youth and in schools are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01