Effects of mindfulness‐based intervention to improve task performance for children with intellectual disabilities
Background Task performance is a critical factor for learning in individuals with intellectual disabilities. This study aimed to examine mindfulness‐based intervention (MBI) to improve task performance for children with intellectual disability (ID). Methods Three elementary school children with ID p...
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| Veröffentlicht in: | Journal of applied research in intellectual disabilities 2018-01, Vol.31 (1), p.87-97 |
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| container_title | Journal of applied research in intellectual disabilities |
| container_volume | 31 |
| creator | Kim, Jeongil Kwon, Miyoung |
| description | Background
Task performance is a critical factor for learning in individuals with intellectual disabilities. This study aimed to examine mindfulness‐based intervention (MBI) to improve task performance for children with intellectual disability (ID).
Methods
Three elementary school children with ID participated in the study. A multiple baseline design across subjects was used. The intervention was consisted of “understanding the necessary concept of mindfulness, practice of awareness and attention, and practice focusing on mindful behaviours.” Mediating materials including expressive arts supplies were used to help each subject to understand the content and the progress of the intervention programme.
Results
The results showed that all of the three subjects showed an improvement in task performance and a decrease in task‐avoidance behaviours. The mothers reported that her children's daily life behaviours were distinctively improved as he/she participated in the intervention.
Conclusion
The finding suggests that MBI would be a valuable adjunct to a wide range of applications to support individuals with ID to learn a variety of adaptive behaviour. |
| doi_str_mv | 10.1111/jar.12333 |
| format | Article |
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Task performance is a critical factor for learning in individuals with intellectual disabilities. This study aimed to examine mindfulness‐based intervention (MBI) to improve task performance for children with intellectual disability (ID).
Methods
Three elementary school children with ID participated in the study. A multiple baseline design across subjects was used. The intervention was consisted of “understanding the necessary concept of mindfulness, practice of awareness and attention, and practice focusing on mindful behaviours.” Mediating materials including expressive arts supplies were used to help each subject to understand the content and the progress of the intervention programme.
Results
The results showed that all of the three subjects showed an improvement in task performance and a decrease in task‐avoidance behaviours. The mothers reported that her children's daily life behaviours were distinctively improved as he/she participated in the intervention.
Conclusion
The finding suggests that MBI would be a valuable adjunct to a wide range of applications to support individuals with ID to learn a variety of adaptive behaviour.</description><identifier>ISSN: 1360-2322</identifier><identifier>EISSN: 1468-3148</identifier><identifier>DOI: 10.1111/jar.12333</identifier><identifier>PMID: 28205296</identifier><language>eng</language><publisher>England: Wiley-Blackwell</publisher><subject>Activities of daily living ; Adaptation, Psychological ; Attention ; Child ; Child Behavior ; Elementary School Students ; Humans ; Intellectual disabilities ; Intellectual Disability ; Intellectual Disability - psychology ; Intervention ; Metacognition ; Mindfulness ; mindfulness‐based intervention ; Mother Attitudes ; on‐task behaviour ; Outcomes of Treatment ; Pediatrics ; Program Descriptions ; Self awareness ; Task Analysis ; task performance ; Task Performance and Analysis ; task‐avoidance</subject><ispartof>Journal of applied research in intellectual disabilities, 2018-01, Vol.31 (1), p.87-97</ispartof><rights>2017 John Wiley & Sons Ltd</rights><rights>2017 John Wiley & Sons Ltd.</rights><rights>Copyright © 2018 John Wiley & Sons Ltd</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c3753-14727dd21892448e05cb00213ef14eaaaed2264d53bf79d7bb70dd26677cd4763</citedby><cites>FETCH-LOGICAL-c3753-14727dd21892448e05cb00213ef14eaaaed2264d53bf79d7bb70dd26677cd4763</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Fjar.12333$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Fjar.12333$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,780,784,1417,27924,27925,45574,45575</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1164473$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/28205296$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Kim, Jeongil</creatorcontrib><creatorcontrib>Kwon, Miyoung</creatorcontrib><title>Effects of mindfulness‐based intervention to improve task performance for children with intellectual disabilities</title><title>Journal of applied research in intellectual disabilities</title><addtitle>J Appl Res Intellect Disabil</addtitle><description>Background
Task performance is a critical factor for learning in individuals with intellectual disabilities. This study aimed to examine mindfulness‐based intervention (MBI) to improve task performance for children with intellectual disability (ID).
Methods
Three elementary school children with ID participated in the study. A multiple baseline design across subjects was used. The intervention was consisted of “understanding the necessary concept of mindfulness, practice of awareness and attention, and practice focusing on mindful behaviours.” Mediating materials including expressive arts supplies were used to help each subject to understand the content and the progress of the intervention programme.
Results
The results showed that all of the three subjects showed an improvement in task performance and a decrease in task‐avoidance behaviours. The mothers reported that her children's daily life behaviours were distinctively improved as he/she participated in the intervention.
Conclusion
The finding suggests that MBI would be a valuable adjunct to a wide range of applications to support individuals with ID to learn a variety of adaptive behaviour.</description><subject>Activities of daily living</subject><subject>Adaptation, Psychological</subject><subject>Attention</subject><subject>Child</subject><subject>Child Behavior</subject><subject>Elementary School Students</subject><subject>Humans</subject><subject>Intellectual disabilities</subject><subject>Intellectual Disability</subject><subject>Intellectual Disability - psychology</subject><subject>Intervention</subject><subject>Metacognition</subject><subject>Mindfulness</subject><subject>mindfulness‐based intervention</subject><subject>Mother Attitudes</subject><subject>on‐task behaviour</subject><subject>Outcomes of Treatment</subject><subject>Pediatrics</subject><subject>Program Descriptions</subject><subject>Self awareness</subject><subject>Task Analysis</subject><subject>task performance</subject><subject>Task Performance and Analysis</subject><subject>task‐avoidance</subject><issn>1360-2322</issn><issn>1468-3148</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2018</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNp1kc1O3TAQhS3UCihlwQMUWeqmLAL-i50sEbq0IKRKiK4txx4L3ybOrZ2A2PUReMY-SQ2hLJA6G48035w58kHogJJjWupkbdIxZZzzLbRLhWwqTkXzrvRckopxxnbQh5zXhJCG1mob7bCGkZq1chfllfdgp4xHj4cQnZ_7CDn_-f3YmQwOhzhBuoM4hTHiacRh2KTxDvBk8k-8geTHNJhoAZcG29vQuwQR34fp9nm174v4bHrsQjZd6MMUIH9E773pM-y_vHvox_nq5uxbdfX968XZ6VVluap5RYViyjlGm5YJ0QCpbUcIoxw8FWCMAceYFK7mnVetU12nSMGlVMo6oSTfQ18W3WL51wx50kPItngyEcY5a9rIlsiWNXVBP79B1-OcYnGnGWWKCiEkKdTRQtk05pzA600Kg0kPmhL9lIQuSejnJAp7-KI4dwO4V_Lf1xfg0wJACvZ1vLqkVAqhngROlvl96OHh_5f05en1cvIvbZ2d7Q</recordid><startdate>201801</startdate><enddate>201801</enddate><creator>Kim, Jeongil</creator><creator>Kwon, Miyoung</creator><general>Wiley-Blackwell</general><general>Wiley Subscription Services, Inc</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>ASE</scope><scope>FPQ</scope><scope>K6X</scope><scope>K9.</scope><scope>NAPCQ</scope><scope>7X8</scope></search><sort><creationdate>201801</creationdate><title>Effects of mindfulness‐based intervention to improve task performance for children with intellectual disabilities</title><author>Kim, Jeongil ; Kwon, Miyoung</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3753-14727dd21892448e05cb00213ef14eaaaed2264d53bf79d7bb70dd26677cd4763</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2018</creationdate><topic>Activities of daily living</topic><topic>Adaptation, Psychological</topic><topic>Attention</topic><topic>Child</topic><topic>Child Behavior</topic><topic>Elementary School Students</topic><topic>Humans</topic><topic>Intellectual disabilities</topic><topic>Intellectual Disability</topic><topic>Intellectual Disability - psychology</topic><topic>Intervention</topic><topic>Metacognition</topic><topic>Mindfulness</topic><topic>mindfulness‐based intervention</topic><topic>Mother Attitudes</topic><topic>on‐task behaviour</topic><topic>Outcomes of Treatment</topic><topic>Pediatrics</topic><topic>Program Descriptions</topic><topic>Self awareness</topic><topic>Task Analysis</topic><topic>task performance</topic><topic>Task Performance and Analysis</topic><topic>task‐avoidance</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Kim, Jeongil</creatorcontrib><creatorcontrib>Kwon, Miyoung</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>British Nursing Index</collection><collection>British Nursing Index (BNI) (1985 to Present)</collection><collection>British Nursing Index</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Premium</collection><collection>MEDLINE - Academic</collection><jtitle>Journal of applied research in intellectual disabilities</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Kim, Jeongil</au><au>Kwon, Miyoung</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1164473</ericid><atitle>Effects of mindfulness‐based intervention to improve task performance for children with intellectual disabilities</atitle><jtitle>Journal of applied research in intellectual disabilities</jtitle><addtitle>J Appl Res Intellect Disabil</addtitle><date>2018-01</date><risdate>2018</risdate><volume>31</volume><issue>1</issue><spage>87</spage><epage>97</epage><pages>87-97</pages><issn>1360-2322</issn><eissn>1468-3148</eissn><abstract>Background
Task performance is a critical factor for learning in individuals with intellectual disabilities. This study aimed to examine mindfulness‐based intervention (MBI) to improve task performance for children with intellectual disability (ID).
Methods
Three elementary school children with ID participated in the study. A multiple baseline design across subjects was used. The intervention was consisted of “understanding the necessary concept of mindfulness, practice of awareness and attention, and practice focusing on mindful behaviours.” Mediating materials including expressive arts supplies were used to help each subject to understand the content and the progress of the intervention programme.
Results
The results showed that all of the three subjects showed an improvement in task performance and a decrease in task‐avoidance behaviours. The mothers reported that her children's daily life behaviours were distinctively improved as he/she participated in the intervention.
Conclusion
The finding suggests that MBI would be a valuable adjunct to a wide range of applications to support individuals with ID to learn a variety of adaptive behaviour.</abstract><cop>England</cop><pub>Wiley-Blackwell</pub><pmid>28205296</pmid><doi>10.1111/jar.12333</doi><tpages>11</tpages></addata></record> |
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| ispartof | Journal of applied research in intellectual disabilities, 2018-01, Vol.31 (1), p.87-97 |
| issn | 1360-2322 1468-3148 |
| language | eng |
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| source | MEDLINE; Wiley Journals; EBSCOhost Education Source |
| subjects | Activities of daily living Adaptation, Psychological Attention Child Child Behavior Elementary School Students Humans Intellectual disabilities Intellectual Disability Intellectual Disability - psychology Intervention Metacognition Mindfulness mindfulness‐based intervention Mother Attitudes on‐task behaviour Outcomes of Treatment Pediatrics Program Descriptions Self awareness Task Analysis task performance Task Performance and Analysis task‐avoidance |
| title | Effects of mindfulness‐based intervention to improve task performance for children with intellectual disabilities |
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