The practice of mindfulness helps to calm your mind, ground your body and keep your focus on the present. Practicing mindfulness has been shown to reduce stress and anxiety, reduce challenging behavior, improve attention and focus, boost learning and cognitive performance, strengthen emotional intelligence, foster engagement and enhance self-regulation. Research shows mindfulness practices can be helpful in supporting students with autism, not to mention their educators.

Comparative Effects of Mindfulness and Support and Information Group Interventions for Parents of Adults with Autism Spectrum Disorder and Other Developmental Disabilities

This study evaluated two community based interventions for parents of adults with autism spectrum disorder and other developmental disabilities. Parents in the mindfulness group reported significant reductions in psychological distress, while parents in the support and information group did not. Reduced levels of distress in the mindfulness group were maintained at 20 weeks follow-up. Mindfulness scores and mindful parenting scores and related constructs (e.g., self-compassion) did not differ between the two groups. Results suggest the psychological components of the mindfulness based group intervention were effective over and above the non-specific effects of group processes and informal support.

Mindfulness-based Stress Reduction and Self-compassion Among Mental Healthcare Professionals: A Pilot Study

The authors conducted a pilot study on the effects of a mindfulness-based stress reduction (MBSR) educational intervention on mental health professionals’ self-compassion, perceived stress, burnout, and quality of life. Data were obtained from 22 female mental healthcare workers between the ages of 24 and 69 years who were enrolled in one of four separate 8- week MBSR courses. Pre- and post-assessment measures consisted of the Self-Compassion Scale (SCS), Maslach Burnout Inventory, and Quality of Life Inventory. The changes on the SCS total score proved significant with a p-value of .003. Within the SCS, changes were significant on four out of the six subscales. The study is unique in its use of the eight-week MBSR intervention to target mental health professionals currently working in the field, and in the examination of the specific facets of self-compassion enhanced by this type of intervention.

Mindfulness-Based Approaches For Young People with Autism Spectrum Disorder And Their Caregivers: Do These Approaches Hold Benefits For Teachers?

Parents and teachers who care for and educate young people with Autism Spectrum Disorder (ASD) face unique challenges associated with their roles. In this review we investigated the efficacy of mindfulness-based interventions in reducing stress and increasing positive behaviours in young people with ASD and their caregivers: parents and teachers. Nine studies on the topic were located, showing that the research base in this field is in the infancy stage. Each study illuminated the transformational change caregivers and young people experience after practicing mindfulness training (MT). The results also highlighted the interdependent relationship between the caregivers’ level of mindfulness and their child’s pro-social behaviours. We recommend that future researchers focus on understanding mindfulness as a relational practice as well as how the practice can support teachers who care for and educate students with ASD.

A Mindfulness-Based Strategy for Self-Management of Aggressive Behavior in Adolescents with Autism

Some individuals with autism engage in physical aggression to an extent that interferes with not only their quality of life, but also that of their parents and siblings. Behavioral and psychopharmacological treatments have been the mainstay of treatments for aggression in children and adolescents with autism. We evaluated the effectiveness of a mindfulness-based procedure, Meditation on the Soles of the Feet, in helping three adolescents to manage their physical aggression. This procedure required the adolescents to rapidly shift the focus of their attention from the aggression-triggering event to a neutral place on their body, the soles of their feet. Incidents of aggression across the three adolescents ranged from a mean of 14–20 per week during baseline, 4–6 per week during mindfulness training, including zero rates during the last 4 weeks of intervention. Aggression occurred a rate of about 1 per year during a 3-year follow-up. Our results suggest adolescents with autism can learn, and effectively use, a mindfulness-based procedure to self-manage their physical aggression over several years.

Review: Yoga and Mindfulness for Youth with Autism Spectrum Disorder: Review of the Current Evidence

Yoga and mindfulness‐based programs are becoming increasingly popular as a supplemental intervention for children and adolescents with autism spectrum disorders (ASD). Increasing numbers of children, parents, and schools are participating in programs around the country with an enthusiasm that far exceeds the research support for their efficacy. Therapies that are safe but not effective may not cause immediate harm. Nevertheless, the misappropriation of limited time and financial resources may result in missed opportunities. The need for clearly defined, evidence‐based therapies for youth with ASD is essential. Method Electronic databases were searched for peer‐reviewed intervention research studies using the key words autistic or autism in combination with yoga, mindfulness, or meditation. Eight studies met inclusion criteria. Results The findings are described in this critical review of eight empirical research studies that implemented yoga and mindfulness‐based interventions for children with ASD. Although few studies reported improvements in core symptoms of ASD, preliminary findings suggest that yoga and mindfulness‐based interventions are feasible and may improve a variety of prosocial behaviors, including communication and imitative behaviors; increased tolerance of sitting and of adult proximity; self‐control; quality of life; and social responsiveness, social communication, social cognition, preoccupations, and social motivation. Reductions in aggressive behaviors, irritability, lethargy, social withdrawal, and noncompliance were also reported. Conclusions Based on the available literature, the empirical evidence to support the efficacy of yoga and mindfulness‐based interventions for children and adolescents with ASD is inconclusive. The current body of research has significant limitations, including small sample sizes, no fidelity measures, and no control groups. Each of the eight studies, however, reported some positive effects on social, emotional, or behavioral metrics. These early results are promising and sufficient to warrant support for further research.

Students and Teachers Benefit From Mindfulness-based Stress Reduction in a School-embedded Pilot Study

Objective: There is a research gap in studies that evaluate the effectiveness of a school-embedded mindfulness-based intervention for both students and teachers. To address this gap, the present pilot study reviews relevant literature and investigates whether students and teachers who participate in separate Mindfulness-Based Stress Reduction (MBSR) courses show improvements across a variety of psychological variables including areas of mental health and creativity. Methods: The study applied a controlled waitlist design with three measurement points. A total of 29 students (n = 15 in the intervention and n = 14 in the waitlist group) and 29 teachers (n = 14 in the intervention and n = 15 in the waitlist group) completed questionnaires before and after the MBSR course. The intervention group was also assessed after a 4-month follow-up period. Results: Relative to the control group, significant improvements in self-reported stress, self-regulation, school-specific self-efficacy and interpersonal problems were found among the students who participated in the MBSR course (p < 0.05, Cohens’ d ranges from 0.62 to 0.68). Medium effect sizes on mindfulness, anxiety and creativity indicate a realistic potential in those areas. By contrast, teachers in the intervention group showed significantly higher self-reported mindfulness levels and reduced interpersonal problems compared to the control group(p < 0.05, Cohens’ d = 0.66 and 0.42, respectively), with medium effect sizes on anxiety and emotion regulation. Conclusion: The present findings contribute to a growing body of studies investigating mindfulness in schools by discussing the similarities and differences in the effects of MBSR on students and teachers as well as stressing the importance of investigating interpersonal effects. (PsycINFO Database Record (c) 2020 APA, all rights reserved)

Mindful Parenting Decreases Aggression, Noncompliance, and Self-injury in Children with Autism

Parent—child transactions provide an important social context for the development of adaptive and problem behaviors in young children with autism.Teaching parents to develop alternative transactional pathways often leads to positive behavioral patterns in their children.We taught three parents the philosophy and practice of mindfulness in a 12-week course and assessed the outcome of the training on their children's behavior. In addition, the mothers rated satisfaction with their parenting skills and interactions with their children. Results showed that the mothers' mindful parenting decreased their children's aggression, noncompliance, and self-injury and increased the mothers' satisfaction with their parenting skills and interactions with their children.We speculated on the possible reasons for the efficacy of mindful parenting in decreasing the children's problem behaviors without the application of specific, programmed contingencies for the children's behavior.

Mindfulness Training Effects for Parents and Educators of Children With Special Needs

Studies show the correlation between children’s physical disabilities and parental stress. The importance of the length of systemic therapy as well as stress management is emphasized in the literature. The present study aims to explore the outcome of a holistic stress management and health promotion intervention. This is a quasi-experimental study (N = 60, 1:1 allocation ratio). The study was conducted at ELEPAP, the Greek center for the protection and rehabilitation of the disabled. Self-administered scales were used to measure lifestyle variables, perceived stress, depression, and anxiety, locus of control, and spirituality. Stress management techniques were taught to the participants, who also attended lectures on health behaviors. Both quantitative and qualitative data were recorded. The objectives of the study were to reduce perceived stress levels, anxiety, and depressive symptoms, and improve the participants’ quality of life, as well as to promote healthy dietary patterns. Regarding the stress levels and the depression symptoms, the objectives were achieved (r = 0.71 and r = 0.78 respectively). Lifestyle changes were also observed in nutrition (r = 0.92), exercise(r = 0.51), diet (r = 0.87), routine (r = 0.92), and social support (r = 0.92). Regarding spirituality, there was no significant difference. In conclusion, the present study demonstrates that intervention which combines stress management techniques with cognitive restructuring can reduce stress. It would be beneficial for children’s parents to implement such interventions in a clinical setting.

Mindfulness Based Stress Reduction (MBSR) for Parents and Caregivers of Individuals with Developmental Disabilities: A Community-Based Approach

Stress among parents and other primary caregivers of children with developmental disabilities is pervasive and linked to lower quality of life, unhealthy family functioning, and negative psychological consequences. However, few programs address the needs of parents or caregivers of children with developmental disabilities. A mindfulness-based stress reduction (MBSR) program is a well-suited approach for these parents and caregivers, who may be overwhelmed by their children’s situation, anticipating future challenges and reliving past traumas. We aimed to develop, implement, and evaluate the feasibility of an MBSR program designed for this population in a community-based participatory setting. Parents and caregivers were equal partners with researchers in curriculum development, recruitment, implementation and evaluation. Two concurrent classes, morning and evening, were conducted weekly in English with simultaneous Spanish translation over 8-weeks. Classes consisted of meditation practice, supported discussion of stressors affecting parents/caregivers, and gentle stretching. Of 76 participants recruited, 66 (87 %) completed the program. All participants experienced a significant reduction (33 %) in perceived stress (p < 0.001) and parents (n = 59) experienced a 22 % reduction (p < 0.001) in parental stress. Parents/caregivers also reported significantly increased mindfulness, self-compassion, and well-being (p < 0.05). Participants continued to report significant reduction in stress 2 months after the program. Our study suggests that a community-based MBSR program can be an effective intervention to reduce stress and improve psychological well-being for parents and caregivers of children with developmental disabilities. Additional research should assess the effect of cultural or socioeconomic factors on the outcomes of the intervention and further expand MBSR programs to include community-based participatory settings. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Mindful Parenting Decreases Aggression and Increases Social Behavior in Children with Developmental Disabilities

Research shows that after training in the philosophy and practice of mindfulness, parents can mindfully attend to the challenging behaviors of their children with autism. Parents also report an increased satisfaction with their parenting skills and social interactions with their children. These findings were replicated and extended with 4 parents of children who had developmental disabilities, exhibited aggressive behavior, and had limited social skills. After mindfulness training, the parents were able to decrease aggressive behavior and increase their children's social skills. They also reported a greater practice of mindfulness, increased satisfaction with their parenting, more social interactions with their children, and lower parenting stress. Furthermore, the children showed increased positive and decreased negative social interactions with their siblings. We speculate that mindfulness produces transformational change in the parents that is reflected in enhanced positive behavioral transactions with their children.