One of the most common student-related obstacles faced by teachers is a lack of academic engagement or difficulty with sustaining attention (Bundick, Quaglia, Corso, & Haywood, 2014; DuPaul, 2007). This is problematic as research has demonstrated that student engagement is positively correlated with academic achievement (Strambler & McKown, 2013). Students with emotional and behavioral disorders (EBD) display a variety of off-task and disruptive behaviors that interfere with their learning. Therefore, it is particularly important to address low academic engagement in students with EBD. Although the efficacy of traditional behavioral techniques for improving outcomes such as academic engagement is well established (Gresham, 2004), limitations with implementation have been noted, such as focus on external management of delivery (Briesch & Chafouleas, 2009b) and intervention complexity (Thomas, 1980). Thus, easily implemented, internally managed interventions that promote academic engagement and can be used in conjunction with existing behavioral frameworks may be welcome in schools. Mindfulness and Self-Management Mindfulness-based intervention (MBI) may provide an efficient tool for increasing academic engagement in students by promoting self-management skills. Mindfulness has been defined as "the awareness that emerges through paying attention on purpose, in the present moment, and nonjudgmentally to the unfolding of experience moment by moment" (Kabat-Zinn, 2003, p. 145). Baer (2003) noted that mindfulness training may promote early recognition of a problem, which can then provide an opportunity to apply previously learned skills at a time when they are most likely to be effective in preventing the problem. Thus, engaging in mindfulness can promote self-management of attention. Self-management strategies have been defined as those that include one or more of the following: (a) personal goal setting, (b) self-monitoring, (c) self-evaluation and recording, (d) self-reinforcement, and (e) self-charting (Briesch & Chafouleas, 2009b). By engaging in mindful breathing, one learns to recognize (or self-monitor) when the mind wanders, take note in an accepting and nonjudgmental manner 740870B HDXXX10.