Effects of a Mindful Breathing Exercise During Reading Fluency Intervention for Students with Attentional Difficulties

Idler, Alyssa M.; Mercer, Sterett H.; Starosta, Lindsay; Bartfai, Jamie M.

doi:10.1007/s40688-017-0132-3

Cited by 11 publications

(14 citation statements)

References 49 publications

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“…Journal of Applied School Psychology , 30 (1), 29–49. https://doi.org/10.1080/15377903.2013.863259 9th–12th graders ( n = 49) TLS Yoga, breathing, meditation Implementation checklist and observation None Idler et al ( 2017 ). Effects of a mindful breathing exercise during reading fluency intervention for students with attentional difficulties.…”

Section: Resultsmentioning

confidence: 99%

Characteristics of Mindfulness-Based Interventions in Schools: a Systematic Review in School Psychology Journals

Palacios

Bender

Berry

2022

Contemp School Psychol

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Mindfulness-based interventions (MBIs) have been evaluated in terms of efficacy; however, little is known about implementation factors of MBIs in schools . The purpose of the current study was to systematically review MBI studies published in school psychology journals. This systematic review examined peer-reviewed MBI literature in nine school psychology journals from 2006 to 2020 to examine prevalence of MBI intervention studies, specific techniques taught in MBIs, if and how fidelity of MBI implementation was evaluated, and how mindfulness skills were measured for youth participating in MBIs. A total of 46 articles (out of 4415) were related to mindfulness and 23 articles (0.52%) focused on the implementation of MBIs in schools. Nine different mindfulness techniques were implemented as part of MBIs in studies with some of the most common including awareness, breathing, and meditation. This study also found scarce evidence of implementation fidelity, and limited use of mindfulness measures within MBI studies. Future research and limitations are also discussed.

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Section: Resultsmentioning

confidence: 99%

Characteristics of Mindfulness-Based Interventions in Schools: a Systematic Review in School Psychology Journals

Palacios

Bender

Berry

2022

Contemp School Psychol

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“…This study did not include a behavior outcome. Idler et al (2017) had a mean effect size for Tau-U of 0.21 (SD = 0.27, range: 0.03 -0.61) on passage reading fluency and 0.21 (SD = 0.27, range: 0.30 -0.59) on a student survey of attention delivered prior to the reading activities. Idler and colleagues' ( 2017) study was the only study to measure both reading and behavior (i.e., attention), and also the only study to measure behavior with a survey (as compared to direct observation).…”

Section: Combined Reading and Behavioral Interventions On Reading Or ...mentioning

confidence: 99%

“…We reviewed the full text of 94 studies and excluded 86 studies due to either the study not including students with K-12 SWRD+ADHD or an insufficient number of students to establish three determinations of effect (IES, 2020; k = 56 ), a research design other than SCD was used (k = 7), the study did not meet SCD standards with or without reservations (IES, 2020; k = 22), or the instruction was delivered in a language other than English (k = 1). This resulted in eight studies from the electronic database search meeting the inclusion criteria (Bouck et al, 2021;Bruhn et al, 2016;Carroll et al, 2015;Cho & Blair, 2017;Flores & Ganz, 2007;Hook & DuPaul, 1999;Idler et al, 2017;Shimabukuro et al, 1999). Figure 1 outlines the screening process and summarizes reasons for exclusion.…”

Section: Electronic Database Searchmentioning

confidence: 99%

High-Quality Single-Case Design Interventions for Students with Co-Occurring Reading Difficulties and ADHD: A Systematic Review

Roberts¹,

Lindström²,

Jimenez³

et al. 2022

Preprint

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This study describes a systematic review and synthesis of high-quality intervention research for Grade K-12 students with or at risk for reading difficulties and co-occurring attention-deficit/hyperactivity disorder (SWRD+ADHD) to identify (a) the literature base for high-quality single-case design studies for SWRD+ADHD in grades K-12, (b) the student, study, and intervention characteristics of these studies, (c) the effects of these interventions on reading and behavior outcomes, and (d) the collateral impact of reading interventions and behavior interventions on behavior outcomes and reading outcomes, respectively. Our search and screening process yielded 14 eligible studies published between 1975 to 2021. Five studies implemented a reading intervention, seven studies implemented a behavior support intervention, and two studies implemented a combined reading with behavior support intervention. Tau-U effect sizes ranged from -1.20 to 1.00 for reading inventions and from 0.62 to 1.14 for behavior support interventions. No reading intervention measured a behavior outcome, and no behavior support intervention measured a reading outcome. The two combined reading with behavior support interventions found positive effects on reading fluency (Tau-U range: 0.03 to 0.96), and only one of these studies measured behavior. Findings provide evidence for word reading instruction to improve word reading outcomes and self-monitoring and function-based interventions to be effective at improving student behavior. Future reading intervention research is needed to better understand how to best improve the reading and behavioral outcomes for SWRD+ADHD in grades K-12. A PRISMA-compliant abstract can be found at https://bit.ly/swrdadhd_osf.

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“…The next set of articles provides innovative examples of using MBI at the targeted level of service delivery. Specifically, Idler et al (2017) tested the utility of MBI as an adjunct component within a standard reading fluency intervention for elementary students, whereas Milligan et al (2017) explored the effects of a mindfulness-based mixed martial arts intervention with atrisk secondary students. Both of these studies provide useful starting points for others interested in similar innovative applications of MBI with target populations in schools.…”

Section: This Special Issuementioning

confidence: 99%

Mindfulness-Based Intervention in School Psychology

Renshaw

Fischer

Klingbeil

2017

Contemp School Psychol

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Effects of a Mindful Breathing Exercise During Reading Fluency Intervention for Students with Attentional Difficulties

Cited by 11 publications

References 49 publications

Characteristics of Mindfulness-Based Interventions in Schools: a Systematic Review in School Psychology Journals

Characteristics of Mindfulness-Based Interventions in Schools: a Systematic Review in School Psychology Journals

High-Quality Single-Case Design Interventions for Students with Co-Occurring Reading Difficulties and ADHD: A Systematic Review

Mindfulness-Based Intervention in School Psychology

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