Effects of Mindfulness Intervention on Anxiety and Attention in Students with Disabilities

Abstract

The purpose of this study was to examine the impact of mindfulness on attention and anxiety in students with disabilities. The study utilized mindfulness exercises from Sitting Still Like a Frog: Mindfulness exercises for kids ( and their parents) by Eline Snel. These exercises were designed to be used with youth ages 5-12, and eight youth age 12 participated in the study. The practice of the exercise took place five-ten minutes during the students regularly scheduled school day over an eight-week period. The lessons gave students knowledge, skills, and practice that helped them increase their focus and overall resilience. The study followed a Pre-Experimental one-group pretest-posttest design. Participants completed the Mindfulness Attention Awareness Scale for Adolescents [MAAS-A], and the Spence Children's Anxiety Scale [SCAS] to measure the pre and postintervention result of mindful attention and anxiety. The results were analyzed examining central tendency and a t-Test was completed. By comparing pre- and postintervention data and examining the differences, these tools showed how mindfulness interventions affect adolescent students with disabilities.