Brief Report: A Preliminary Investigation of a Mindful Breathing Intervention to Increase Academic Engagement in an Alternative Educational Setting

2017 ◽  
Vol 43 (4) ◽  
pp. 436-443 ◽  
Author(s):  
Marlena L. Minkos ◽  
Sandra M. Chafouleas ◽  
Melissa A. Bray ◽  
Tamika P. LaSalle
Keyword(s):  
Disruptive Behavior ◽  
Academic Engagement ◽  
Preliminary Investigation ◽  
Educational Setting ◽  
Baseline Phase ◽  
Dependent Variables ◽  
Systematic Direct Observation ◽  
Direct Behavior Rating ◽  
Teachers And Students

The current study used a multiple-baseline across subjects design to examine the effect of a daily, audio-delivered, mindful breathing intervention on adolescents with emotional and behavioral difficulties attending an alternative educational setting. Academic engagement served as the primary dependent variable, with disruptive behavior, feasibility, and acceptability serving as secondary dependent variables. Four students entered the baseline phase; however, only two students entered the intervention phase. Results indicated that participants displayed increases in academic engagement as measured by both direct behavior rating and systematic direct observation that were maintained at 6-week follow-up. Decreases in disruptive behavior were also observed. Because the effects were not replicated three times, changes cannot be directly attributed to the intervention. In addition, teachers and students perceived the intervention to be both feasible and acceptable. Implications of the findings are discussed.

scholarly journals Treatment Sensitivity of Direct Behavior Rating–Multi-Item Scales in the Context of a Daily Report Card Intervention

2018 ◽  
Vol 28 (1) ◽  
pp. 29-42 ◽  
Author(s):  
Chelsea L. Hustus ◽  
Julie Sarno Owens ◽  
Robert J. Volpe ◽  
Amy M. Briesch ◽  
Brian Daniels
Keyword(s):  
Disruptive Behavior ◽  
Academic Engagement ◽  
Progress Monitoring ◽  
Report Card ◽  
Behavior Rating ◽  
Organizational Skills ◽  
Daily Report Card ◽  
Daily Report ◽  
Direct Behavior Rating ◽  
Treatment Sensitivity

The primary goal of this study was to assess the treatment sensitivity of four newly developed Direct Behavior Rating–Multi-Item Scales (DBR-MIS) that assess the domains of academic engagement, disruptive behavior, organizational skills, and oppositional behavior in the context of a Daily Report Card (DRC) intervention. To achieve this goal, we first evaluated the integrity and effectiveness of the DRC intervention in this sample. Participants included six elementary school teachers, each of whom delivered a DRC intervention with one student from their classroom, while completing DBR-MIS ratings on a daily basis for 2 months. Results confirmed the effectiveness of the DRC intervention (all DRC target behaviors demonstrated improvement, with at least half demonstrating improvement that was moderate to large in magnitude) and revealed a positive relationship between DRC implementation integrity and student outcomes. We found strong evidence for the treatment sensitivity of the DBR-MIS assessing academic engagement, disruptive behavior, and organizational skills. Results for the treatment sensitivity of the DBR-MIS oppositional scale were inconclusive. Implications for progress monitoring using the recently developed DBR-MIS are discussed.

Treatment Components and Participant Characteristics Associated With Outcomes in Self-Monitoring Interventions

2020 ◽  
pp. 109830072094665
Author(s):  
Allison Bruhn ◽  
Allison Gilmour ◽  
Ashley Rila ◽  
Alyssa Van Camp ◽  
Amanda Sheaffer ◽  
...  
Keyword(s):  
Case Studies ◽  
Disruptive Behavior ◽  
Challenging Behavior ◽  
Academic Engagement ◽  
Student Behavior ◽  
Single Case ◽  
Future Directions ◽  
Self Monitoring ◽  
Dependent Variables ◽  
Participant Characteristics

Self-monitoring is one of the most widely used and widely researched strategies for improving student behavior. However, specific research-based guidance about how to design effective self-monitoring interventions and to whom they should be delivered does not yet exist. To this end, we examined how various treatment components and participant characteristics moderated response to self-monitoring interventions. We included 66 single-case studies on academic engagement and 21 single-case studies on disruptive behavior. These studies included 290 participants with challenging behavior, 183 of whom had a disability. After extracting raw data from original studies, we analyzed data using multilevel modeling for each dependent variable (i.e., academic engagement, disruptive behavior). Across both dependent variables, student age and educational setting impacted treatment effects, as did the inclusion of goal-setting, feedback, and reinforcement. Based on our findings, we describe implications related to designing self-monitoring interventions. We also discuss limitations and future directions.

scholarly journals Longitudinal Correlates of Loneliness and Psychological Distress During the Lockdown Situation due to COVID-19. Effects of Age and Self-Perceptions of Aging

2021 ◽  
Author(s):  
Andrés Losada-Baltar ◽  
José Ángel Martínez-Huertas ◽  
Lucía Jiménez-Gonzalo ◽  
María del Sequeros Pedroso-Chaparro ◽  
Laura Gallego-Alberto ◽  
...  
Keyword(s):  
Mental Health ◽  
Psychological Distress ◽  
Health Outcomes ◽  
Mental Health Outcomes ◽  
Stressful Situation ◽  
Self Perceptions ◽  
Personal Variables ◽  
Dependent Variables ◽  
Perceptions Of Aging

Abstract Objectives To longitudinally analyze the correlates of loneliness and psychological distress in people exposed to the coronavirus disease 2019 (COVID-19) lockdown, exploring the effects of age and self-perceptions of aging (SPA). Methods A longitudinal follow-up of 1,549 participants was carried out at four different time points during the lockdown in Spain. Questions about the risk of COVID-19, age, SPA, family and personal resources, loneliness, and psychological distress were measured. Results Changes in loneliness showed a linear longitudinal trajectory through time, but changes in psychological distress showed a U-shaped relationship with time. Age was a relevant predictor of differences in distress, with older people reporting less psychological distress. Change in both dependent variables was related to change in different predictors like family and personal variables and also to negative SPA. Discussion In a stressful situation such as the COVID-19 pandemic, older adults may be more resilient to adverse mental health outcomes by using more adaptive resources that strengthen their resilience. Support is provided for the importance of stereotyped views of the aging process that, independently of chronological age, may put people at risk of suffering adverse mental health outcomes such as loneliness and psychological distress in times of crisis.

‘Attitudes Towards Sport Psychology Consulting in Athletes From Individual and Team Sports’

2021 ◽  
Author(s):  
Daire Rooney ◽  
Neil Heron ◽  
Robin Jackson
Keyword(s):  
Sport Psychology ◽  
Team Sports ◽  
Positive Attitudes ◽  
Dependent Variables ◽  
Sport Type ◽  
Or Team ◽  
Individual Sports ◽  
Willingness To Consult ◽  
Univariate Analyses

Abstract Background: The purpose of the present study was to investigate how an athlete’s participation in either an individual or team sport is related to their attitude toward sport psychology consulting and their willingness to consult a sport psychology practitioner. Method: The Sport Psychology Attitudes-Revised form (SPA-R) was completed by one hundred and twenty athletes from individual and team sports. A 2 (Type of sport: individual and team) x 2 (Gender) multivariate analysis of variance (MANOVA) was conducted with attitudes towards sport psychology as dependent variables. In order to identify attitudes that accentuated the differences related to type of sport, follow-up univariate analyses were performed. Results: Results revealed that athletes involved in individual sports reported overall more positive attitudes towards sport psychology consulting than athletes involved in team sports. In particular, the athletes involved in individual sports were more likely to have greater confidence in sport psychology consulting. The findings also show that gender may mediate this association, indicated by a nearly significant two-way interaction effect for gender and type of sport (individual versus team) regarding confidence in sport psychology. The source of this marginal result was a larger effect of sport type for females than for males. Conclusions: The findings of this study imply that athletes involved in individual sports are more likely to have positive attitudes towards sport psychology compared to athletes competing in team-based sports. The results may go some way to assist sport psychologists to understand and address athletes’ concerns and to improve receptivity to sport psychology services.

Increasing In-Service Teacher Implementation of Classroom Management Practices Through Consultation, Implementation Planning, and Participant Modeling

2017 ◽  
Vol 20 (1) ◽  
pp. 43-59 ◽  
Author(s):  
Lisa M. Hagermoser Sanetti ◽  
Kathleen M. Williamson ◽  
Anna C. J. Long ◽  
Thomas R. Kratochwill
Keyword(s):  
Classroom Management ◽  
Disruptive Behavior ◽  
Management Practices ◽  
Implementation Fidelity ◽  
Future Research ◽  
Evidence Based ◽  
Baseline Design ◽  
Implementation Planning

Numerous evidence-based classroom management strategies to prevent and respond to problem behavior have been identified, but research consistently indicates teachers rarely implement them with sufficient implementation fidelity. The purpose of this study was to evaluate the effectiveness of implementation planning, a strategy involving logistical intervention implementation planning and identification of implementation barriers, and participant modeling, a strategy involving didactic and in vivo intervention training, on teachers’ implementation of an evidence-based classroom management plan. A randomized multiple treatment embedded within a multiple baseline design across participants was used to assess (a) teachers’ adherence to the classroom management plans and quality of implementation and (b) student disruptive behavior in the classroom immediately and at follow-up. Results indicated that teachers’ adherence and quality increased with both implementation planning and participant modeling, but these improvements were not fully maintained at 1- and 2-month follow-up. A similar pattern in student disruptive behavior was also observed. These findings highlight the need for ongoing implementation support for behavioral interventions in schools. Implications for future research and practice are discussed.

scholarly journals Interaksi Guru dan Siswa dalam Pembinaan Disiplin Siswa pada Pembelajaran Pendidikan Pancasila dan Kewarganegaraan

2020 ◽  
Vol 12 (1) ◽  
pp. 150
Author(s):  
Emilia Dewita ◽  
Junaidi Indrawadi
Keyword(s):  
Qualitative Approach ◽  
Student Interaction ◽  
Self Concept ◽  
Student Discipline ◽  
Teachers And Students ◽  
Citizenship Learning ◽  
Descriptive Qualitative

This article aims to find out how the interaction of teachers and students in developing student discipline in citizenship learning at SMK Negeri 5 Padang. The method used in this research is descriptive qualitative approach by collecting data through observation, interviews and literature studies. The results of this study indicate that the discipline character of students at SMK Negeri 5 Padang is still not good despite the formation of discipline character by the citizenship teacher. The process of teacher and student interaction in fostering the character of student discipline at SMK Negeri 5 Padang through four stages, namely 1) making rules / agreements in learning citizenship between citizenship teachers and students, 2) Implementation of discipline by students, 3) punishment for students who violate disciplines in citizenship learning and 4) Coaching follow-up. Through this research, it is expected that efforts to increase teacher and student interaction and self-improvement / personality of students, teachers must provide instructions, how to implement discipline properly, provide guidance and assistance to students. This study recommends further research on self-concept in discipline so that it becomes a habit in students.

scholarly journals The effects of strengths coaching program on strengths self efficacy, positive affect, self efficacy, job engagement and organizational commitment based on Korean employees

2017 ◽  
Vol 30 (2) ◽  
pp. 221-246
Author(s):  
Hyaeyeong Seon ◽  
Suyeon Kim ◽  
Miae Lee ◽  
Jinkook Tak
Keyword(s):  
Organizational Commitment ◽  
Positive Affect ◽  
Work Engagement ◽  
Self Efficacy ◽  
Control Group ◽  
Time Interval ◽  
Job Engagement ◽  
Group Data ◽  
Dependent Variables

This study was designed to examine the effects of strengths coaching program on strengths self efficacy, positive affect, self efficacy, work engagement, and organizational commitment based on Korean employees. Participants were 43 Korean employees, 21 for the experiment group and 22 for the control group. Data were collected across three times(pre, post, follow-up). To measure overall effects, strengths self efficacy, positive affect, self efficacy, work engagement and organizational commitment were measured. Results showed that there were significant interaction effects between time interval and groups for all the dependent variables, confirming the effects of the coaching program. Also, there were non significant effects of time interval(post and follow-up) for all the dependent variables, confirming the duration of the program effect across time. Finally, implications and limitations of the study were discussed.

scholarly journals Academic supervision in improving teachers’ professional competency in paramount school palembang

2021 ◽  
Vol 6 (2) ◽  
pp. 367
Author(s):  
Kgs Rachmad Dody Fadillah ◽  
Happy Fitria ◽  
Alfroki Martha
Keyword(s):  
Primary School ◽  
Professional Competence ◽  
Research Problem ◽  
School Principal ◽  
Professional Competency ◽  
Teachers And Students ◽  
Data Collection Technique ◽  
Depth Interviews ◽  
Participatory Observation

The research problem is about the  implementation of academic supervision held by the Paramount  Primary School Principal which considered unoptimal. The aim of this study are: (1) Explaining  the elements that being  focused in academic supervision of Paramount  Primary School. (2) Explaining the strategy of the Principal in improving teacher’s professional competency. (3) Explaining  the implementation of academic supervision held by the Principal (4). Analyzing the implementation of academic supervision held by the Principal in pandemic time. This reseach is a qualitatif descritive reseach, data collection technique used is participatory observation, in-depth interviews, and documentation.The subject in this study are the principal, teachers  and students. The results of this study are: (1) the elements supervised, (2) Strategy applied in improving the professional competence of teachers and (3) The follow up conducted by the principal after the academic supervision activity.

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