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Dissertation/Thesis Abstract

Efficacy of Mindfulness and Nonverbal Learning Disabilities with a Single-Subject, Neuropsychologically Driven Paradigm
by Henly, Laura E., Ed.D., The Chicago School of Professional Psychology, 2017, 111; 10623598
Abstract (Summary)

The use of a neuropsychological approach for understanding a child’s cognitive strengths and weaknesses allows researchers to recognize how that child processes information and learns. This is especially important when examining at children with low-incidence disabilities, such as children with nonverbal learning disabilities. The purpose of this single-case study was to determine the efficacy of a mindfulness curriculum, MindUP, in decreasing problem behaviors and increasing social skills and academic competence of a 9-year-old boy with a nonverbal learning disability. The results indicated that the use of MindUP significantly increased the participant’s social skills and academic competence, while simultaneously decreasing his problem behaviors in the school setting.

Indexing (document details)
Advisor: D'Amato, Rik
Commitee: Eusebio, Eleazar, Fletcher-Janzen, Elaine
School: The Chicago School of Professional Psychology
Department: School Psychology
School Location: United States -- Illinois
Source: DAI-B 79/02(E), Dissertation Abstracts International
Subjects: Psychology
Keywords: Disabilities, Driven, Learning, Mindfulness, Neuropsychologically, Nonverbal, Single-subject, Subject
Publication Number: 10623598
ISBN: 978-0-355-24572-1
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