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ERIC Number: EJ1254592
Record Type: Journal
Publication Date: 2018
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2325-7466
EISSN: N/A
Mindfulness Meditation with High School Students Who Receive Special Education Services: Research Recommendations from a Pilot Study
Solar, Ernest
Journal of the American Academy of Special Education Professionals, p146-161 Win 2018
Research has shown evidence that mindfulness-based meditation practices are 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 high school students who receive special education services. This randomized waitlist control pilot 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. Analysis of the dependent variable measurement of perceived stress demonstrated a medium effect size with Cohen's d = -0.46 and a low effect size for anxiety with d = -0.22 between the pretest and posttest measurements. Lastly, the paper concludes with research recommendations when studying mindfulness meditation with high school students who receive special education services. These recommendations include implementing a contemplative program versus a contemplative technique with ample interaction time exceeding 700 minutes and a group discussion for the participants to process their experiences related to mindfulness.
American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: N/A
Grant or Contract Numbers: H325D080036