Impact of MindUP on elementary school students' classroom behaviors: A single-case design pilot study. (June 2021)

• Record Type: Journal Article
• Authors: Hai, Audrey Hang; Franklin, Cynthia; Cole, Allan Hugh; Panisch, Lisa S.; Yan, Yueqi; Jones, Kristian
• Is Part Of: Children and youth services review. Volume 125(2021)
• Publication Date: 2021-06
• Subjects: Mindfulness -- MindUP -- Classroom behaviors -- Schools -- Students; Social work with children -- Periodicals; Social work with youth -- Periodicals; Adolescent -- Periodicals; Child Welfare -- Periodicals; Social Work -- Periodicals; Service social aux enfants -- Périodiques; Service social à la jeunesse -- Périodiques; Electronic journals; 362.705
• DOI: 10.1016/j.childyouth.2021.105981
• Languages: English
• ISSNs: 0190-7409

Abstract

Highlights: MindUp has promise to improve passive on-task and non-disruptive off-task behaviors. MindUP might decrease active on-task behaviors. No significant changes in disruptive off-task behaviors were found. Treatment effects were more promising after the intervention was completed. Abstract: Objectives: MindUP is a mindfulness-based social-emotional learning program designed for implementation by teachers in school settings. The purpose of this pilot study is to examine whether MindUP can effectively improve the classroom conduct of students with behavioral challenges in general education classrooms. Study hypotheses are: after receiving the intervention, students will demonstrate (a) more frequent positive classroom behaviors including both active and passive on-task behaviors, and (b) less frequent negative classroom behaviors including both disruptive off-task behaviors and non-disruptive off-task behaviors. Methods: This study used a single-case design (A-B design). Primary data collection was conducted through direct behavioral observation of 11 5th-grade students in their natural classroom environment. Treatment outcomes included positive classroom behaviors (active on-task behaviors and passive on-task behaviors) and negative classroom behaviors (disruptive off-task behaviors and non-disruptive off-task behaviors). Visual analysis, percentage of non-overlapping data analysis, and multilevel analysis were conducted to examine treatment effects. Results: Analyses results consistently showed changes in passive on-task behaviors and non-disruptive off-task behaviors in the expected direction—an increase in passive on-task behaviors and a decrease in non-disruptive off-task behaviors. However, contrary to the hypothesis, active on-task behaviors decreased during the intervention and follow-up phases. No significant changes in disruptive off-task behaviors were found. Conclusions: MindUP showed promise in effectively increasing elementary school students' passive on-task behaviors and decreasing non-disruptive off-task behaviors. However, it demonstrated an unexpected effect on active on-task behaviors and no effect on disruptive off-task behaviors. Implications for practice and future research are provided.