评估以正念为基础的干预以提高学术参与度

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL

Journal of Applied School Psychology Pub Date : 2021-06-25 DOI:10.1080/15377903.2021.1941472

Michael I. Axelrod, Michael L. Santagata

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引用次数: 2

摘要

摘要本研究采用ABAB设计评估校本正念干预(MBI)对三名小学生课堂学习投入的影响。具体来说，该研究调查了在Tier 2级别以小组形式提供的脚底MBI。结果喜忧参半，一名学生在学业投入方面没有表现出改善，两名学生表现出轻微到中度的改善。这项研究的结果为寻找循证第二级干预措施的学校心理学家提供了一个警世故事。虽然mbi可能很有吸引力，但在针对Tier 2级别的学术参与时，可能需要更多的研究来证明它们是基于证据的。

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Evaluating a Mindfulness-Based Intervention to Improve Academic Engagement

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.

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来源期刊

Journal of Applied School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.40

自引率

10.00%

发文量

期刊介绍： With a new publisher (Taylor & Francis) and a new editor (David L. Wodrich), the Journal of Applied School Psychology will continue to publish articles and periodic thematic issues in 2009. Each submission should rest on either solid theoretical or empirical support and provide information that can be used in applied school settings, related educational systems, or community locations in which practitioners work. Manuscripts appropriate for publication in the journal will reflect psychological applications that pertain to individual students, groups of students, teachers, parents, and administrators. The journal also seeks, over time, novel and creative ways in which to disseminate information about practically sound and empirically supported school psychology practice.