Follow Us

Stay in touch with us on social media!

  • Facebook

  • Twitter

  • Google+

  • LinkedIn

  • YouTube

  • Pinterest

  • Instagram

The Effects of a Mindfulness and Biofeedback Program on the On- and Off-Task Behaviors of Students with Emotional Behavioral Disorders

Karena S. Rush, Maria E. Golden, Bruce P. Mortenson, Daniel Albohn, Melissa Horger

California Association of School Psychologists, Springer, July 21, 2017

For a PDF version of the complete paper, click here.

Abstract

Research suggests that mind-body techniques are useful for enhancing self-regulatory behaviors, including attention and emotional regulation. The majority of research in this area focuses on adult behavior. However, there has been a growing interest in using mindfulness techniques with children and more recently, in the school setting. Students identified as emotionally disturbed (ED) could potentially benefit from such interventions. In this study, a 12-week mind-body curriculum utilizing mindfulness and game-based biofeedback techniques was implemented in special education emotional support classrooms with elementary and middle school students. A quasi-experimental design was implemented to examine the effects of the mindfulness and biofeedback program on students’ on-task and off-task behaviors in the classroom. Results indicated significant decreases in overall off-task behaviors and improvements that approached significance in on-task behaviors for the participants in the treatment group (n = 14) compared to the participants in the control group (n = 17). The potential benefits of using a mindfulness and biofeedback program with ED students are discussed as well as limitations of the study, implications for practice, and recommendations for future research.