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ERIC Number: EJ1164139
Record Type: Journal
Publication Date: 2018
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1034-912X
Effects of a Mindfulness-Based Intervention on the Perception of Basic Psychological Need Satisfaction among Special Education Students
Malboeuf-Hurtubise, Catherine; Joussemet, Mireille; Taylor, Geneviève; Lacourse, Eric
International Journal of Disability, Development and Education, v65 n1 p33-44 2018
Mindfulness-Based Interventions (MBIs) have been increasingly implemented in schools to foster better emotional regulation skills for students with special education needs such as learning disabilities (LDs). This pilot study aimed to evaluate the impact of a MBI on the need satisfaction of elementary students with severe LDs. A prospective quasi-experimental design involving one group and two time points was employed. A sample of 14 elementary school students from a severe LDs special education class participated in this project. Repeated-measures ANOVAs were conducted and revealed a significant reduction in need satisfaction, with a large effect size (?[superscript 2] = 0.35). Contrary to our hypothesis, the MBI appeared to be negatively related to need satisfaction among participants. These results indicate that MBIs could be linked with better self-evaluation skills in students with severe LDs, which, in turn, may change (or increase the accuracy of) the perception that children have of their own need satisfaction.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada (Montreal)