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Dissertation/Thesis Abstract

Mind on Breathing: The Effects of a Mindfulness Breathing Exercise on Academic Engagement
by Cornell, Benjamin Laurence, Ph.D., University of California, Riverside, 2019, 136; 13897129
Abstract (Summary)

The Mind-on-Breathing (MOB) intervention is a mindfulness-breathing exercise that aims to help promote student academic engagement (AE) and reduce off-task behaviors (OFT). MOB is designed from simple, shared technical features common to meditation, mindfulness, and breathing-related exercises that can be implemented in one-on-one settings with minimal training and no monetary cost. Using a multiple baseline design, the effects of MOB on student academic engagement and off-task behaviors were investigated with a sample of three 5th grade students. Systematic Direct Observation (SDO) was used to collect data on academic engagement and off-task behaviors using momentary time sampling and partial-recording, respectively. Results were interpreted using visual analysis as well as nonparametric effect size estimates (i.e., Percent of nonoverlapping data; PND; Scruggs, Mastrodieri, & Casto, 1987, Tau U; Parker, Vannest, Davis, & Sauber, 2011). Data suggested that MOB was effective for all three participants in increasing academic engagement and reducing off-task behaviors. Implications for interpreting results within a behavioral framework for implementation in a multitiered system of supports (MTSS) are provided.

Indexing (document details)
Advisor: Johnson, Austin
Commitee: Erchul, William, Stavropoulos, Katherine
School: University of California, Riverside
Department: Education
School Location: United States -- California
Source: DAI-A 81/2(E), Dissertation Abstracts International
Subjects: Educational psychology, Elementary education
Keywords: Academic engagement, Breathing, Mindfulness, Off-task behaviors, School psychology
Publication Number: 13897129
ISBN: 9781085715843
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