The Effects of Mindfulness Meditation on Adolescents with High-Incidence Disabilities

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dc.contributor.advisorKing-Sears, Margaret
dc.contributor.authorSolar, II, Ernest L.
dc.creatorSolar, II, Ernest L.
dc.date.accessioned2014-08-28T03:08:22Z
dc.date.available2014-08-28T03:08:22Z
dc.date.issued2013-08
dc.description.abstractResearch has shown evidence that mindfulness-based meditation practices may be effective treatment interventions for mental, emotional, and medical disabilities in the adult population. There has been a limited number of research studies showing the effectiveness of meditation practices with secondary students who receive special education services. This randomized waitlist control study was designed to assess the effect of mindfulness meditation practice with 10 secondary students who receive special education services. The independent variable was a mindfulness meditation technique that was delivered as an afterschool program, twice a week, for 45 minutes per session. The duration of the intervention covered a ten-week period, with two, five-week intervention cycles, administered consecutively. The dependent variables of mindfulness, perceived stress, anxiety, and classroom behavior were assessed through pre, posttest, and follow-up measurements completed by the students and teachers. Only students in the treatment group completed the follow-up measurements. Students who attended seven of the ten meditation sessions were considered to have received the intervention, they were referred to as the Completers. Multivariate analysis of repeated-measures on the four dependent variable measurements of mindfulness, perceived stress, anxiety, and classroom behavior, indicated no statistically significant effect between the pretest and posttest scores. However, the effect size of the perceived stress and anxiety scores between the pretest and posttest measurements demonstrated a low to medium effect size with d = -.46 and d = -.22, respectively. Limitations included (a) the number of minutes the students experienced the mindfulness intervention (b) the use of journaling in place of group discussions.
dc.format.extent205 pages
dc.identifier.urihttps://hdl.handle.net/1920/8762
dc.language.isoen
dc.rightsCopyright 2013 Ernest L. Solar, II
dc.subjectSpecial education
dc.subjectEducation
dc.subjectEmotional disability
dc.subjectHigh incidence disabilities
dc.subjectMeditation
dc.subjectMindfulness
dc.subjectSecondary students
dc.subjectSpecial education
dc.titleThe Effects of Mindfulness Meditation on Adolescents with High-Incidence Disabilities
dc.typeDissertation
thesis.degree.disciplineEducation
thesis.degree.grantorGeorge Mason University
thesis.degree.levelDoctoral

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