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.

中文翻译：

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MindUP对小学生课堂行为的影响：单案例设计试点研究

目标

MindUP是一种基于正念的社交情感学习程序，旨在供学校环境中的教师实施。这项初步研究的目的是检验MindUP是否可以有效地改善通识教育课堂中有行为挑战的学生的课堂行为。研究假设是：在接受干预后，学生将展示（a）更为频繁的积极课堂行为，包括主动和被动的任务上的行为，以及（b）不太频繁的负面课堂行为，包括破坏性的任务外行为和非破坏性行为任务外行为。

方法

这项研究使用了单案例设计（AB设计）。通过对11名5年级学生在自然课堂环境中的直接行为观察进行初步数据收集。治疗结果包括积极的课堂行为（主动的任务行为和被动的任务行为）和消极的课堂行为（破坏性的任务外行为和非破坏性的任务外行为）。进行视觉分析，不重叠数据分析的百分比和多级分析以检查治疗效果。

结果

分析结果一致地表明，被动式任务行为和非干扰性任务外行为在预期的方向上发生了变化，即被动式任务行为的增加和非干扰性任务外行为的减少。但是，与该假设相反，在干预和随访阶段，主动的任务行为有所减少。没有发现破坏性的任务外行为的重大变化。

结论

MindUP在有效增加小学生的被动任务行为和减少无干扰的任务外行为方面显示出希望。但是，它显示了对主动任务执行行为的意外影响，而对破坏性的任务执行行为没有影响。提供了对实践和未来研究的启示。