Abstract

The current study used an ABAB design to evaluate the effects of a school-based mindfulness-based intervention (MBI) on the classroom academic engagement of three elementary school students. Specifically, the study investigated the Soles of the Feet MBI delivered in a small group format at the Tier 2 level. Findings were mixed, as one student failed to demonstrate improvements in academic engagement and two exhibited small to moderate improvements. Results from this study offer a cautionary tale to school psychologists looking for evidence-based Tier 2 interventions. Although MBIs might be appealing, more research is likely needed to establish them as evidence-based when targeting academic engagement at the Tier 2 level.

摘要

目前的研究使用 ABAB 设计来评估基于学校的正念干预 (MBI) 对三名小学生课堂学术参与的影响。具体来说，该研究调查了在第 2 层级以小组形式提供的足底 MBI。结果好坏参半，一名学生未能表现出学术参与度的提高，两名学生表现出小到中度的进步。这项研究的结果为寻求基于证据的二级干预措施的学校心理学家提供了一个警示故事。尽管 MBI 可能很有吸引力，但在针对第 2 层级的学术参与时，可能需要进行更多的研究以将其确立为基于证据的。