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Direct linkNicole L. Matthews; Melissa M. Mitchell; Hannah Honda; Amanda Malligo; Summer Boyd; Broc A. Pagni; B. Blair Braden – Autism: The International Journal of Research and Practice, 2025
A growing body of research suggests that mindfulness-based interventions may be a valuable method for reducing internalizing symptoms in autistic individuals. The current study extends this work using an effectiveness-implementation hybrid type 1 study. In this parallel randomized controlled trial, we examined a novel telehealth intervention for…
Descriptors: Intervention, Metacognition, Autism Spectrum Disorders, Adolescents
Byrd, Lindsey – ProQuest LLC, 2018
This study was designed to investigate the meta-analytic effects of mindfulness in regards to mindfulness intervention and: self-regulation, ADHD, anxiety and executive function. The majority of mindfulness research has been conducted in adults and very few studies have examined the benefits of mindfulness and its impact on students in the…
Descriptors: Metacognition, Intervention, Self Management, Attention Deficit Hyperactivity Disorder
Simmons, Lakisha; Crook, Amy; Cannonier, Colin; Simmons, Chris – Journal of Education for Business, 2018
Today's students experience increased anxiety around school and have difficulty keeping track of course assignments. The authors conceptually develop and empirically test a model of the impact of a homework reminder mobile application (app) on executive function skills and learning outcomes with undergraduate business students. The findings…
Descriptors: Anxiety, Prompting, Computer Oriented Programs, Handheld Devices
Bettis, Alexandra H.; Coiro, Mary Jo; England, Jessica; Murphy, Lexa K.; Zelkowitz, Rachel L.; Dejardins, Leandra; Eskridge, Rachel; Adery, Laura Hieber; Yarboi, Janet; Pardo, Daniel; Compas, Bruce E. – Journal of American College Health, 2017
Objective: College students face a significant number of stressors, increasing risk for internalizing and externalizing psychopathology. The current study examines two promising avenues of intervention aimed to reduce stress and prevent psychopathology in this population: a coping skills group and a cognitive training program. Participants: 62…
Descriptors: Mental Health, Mental Disorders, Executive Function, Health Promotion
Schonert-Reichl, Kimberly A.; Oberle, Eva; Lawlor, Molly Stewart; Abbott, David; Thomson, Kimberly; Oberlander, Tim F.; Diamond, Adele – Developmental Psychology, 2015
The authors hypothesized that a social and emotional learning (SEL) program involving mindfulness and caring for others, designed for elementary school students, would enhance cognitive control, reduce stress, promote well-being and prosociality, and produce positive school outcomes. To test this hypothesis, 4 classes of combined 4th and 5th…
Descriptors: Cognitive Development, Social Development, Emotional Development, Elementary School Students
Parker, Alison E.; Kupersmidt, Janis B.; Mathis, Erin T.; Scull, Tracy M.; Sims, Calvin – Advances in School Mental Health Promotion, 2014
Children need to be equipped with the skills to respond effectively to stress and prevent poor decision-making surrounding alcohol and tobacco use. Training and practice in mindfulness is one possible avenue for building children's skills. Recent research has revealed that mindfulness education in the classroom may play a role in enhancing…
Descriptors: Elementary School Students, Metacognition, Outcomes of Education, Program Effectiveness
