The current study evaluated the effect of brief, daily present moment awareness activities on the work performance of paraprofessionals working at a school for children with disabilities. A nonconcurrent multiple-baseline design across three participants evaluated changes in staff-initiated interactions with students and staff’s accuracy of data collection on student behavior. Relative to baseline, participants demonstrated an average increase in staff-initiated interactions and an increase in the average percentage accuracy of data collection. Participants averaged 10.02 (range 3.4–16.67) staff-initiated interactions during baseline and 15.38 (range 9.75–24.4) during the intervention phase. Relative to baseline, two of the three participants demonstrated an increase in their average accuracy of data collection on student behavior. Participants’ average data collection accuracy was 56.9% (range 40%–86.67%) during baseline and 91.98% (range 86.41%–100%) during intervention. The average percentage of nonoverlapping data was 61.67% (range 25%–100%) for staff-initiated interactions and 33.33% (range 0%–100%) for data collection accuracy. Implications and possibilities for future research related to acceptance and commitment training interventions in workplace environments are discussed.

目前的研究评估了简短的每日当下意识活动对在一所残疾儿童学校工作的辅助专业人员的工作表现的影响。三个参与者的非并发多基线设计评估了工作人员发起的与学生互动的变化以及工作人员收集学生行为数据的准确性。相对于基线，参与者展示了员工发起的互动的平均增加和数据收集的平均百分比准确性的增加。参与者在基线期间的平均互动次数为 10.02（范围 3.4-16.67），在干预阶段平均为 15.38（范围 9.75-24.4）。相对于基线，三名参与者中有两人表现出他们对学生行为数据收集的平均准确性有所提高。基线期间参与者的平均数据收集准确度为 56.9%（范围 40%–86.67%），干预期间为 91.98%（范围 86.41%–100%）。对于员工发起的交互，非重叠数据的平均百分比为 61.67%（范围 25%–100%），对于数据收集准确性，平均百分比为 33.33%（范围 0%–100%）。讨论了与工作场所环境中的接受和承诺培训干预相关的未来研究的意义和可能性。