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1. Mindful Parenting Decreases Aggression and Increases Social Behavior in Children with Developmental Disabilities (EJ776442)
Author(s):
Singh, Nirbhay N.; Lancioni, Giulio E.; Winton, Alan S. W.; Singh, Judy; Curtis, W. John; Wahler, Robert G.; McAleavey, Kristen M.
Source:
Behavior Modification, v31 n6 p749-771 2007
Pub Date:
2007-00-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Social Behavior; Child Rearing; Siblings; Parenting Skills; Developmental Disabilities; Autism; Aggression; Interpersonal Competence; Behavior Problems; Parent Child Relationship; Behavior Change; Consciousness Raising
Abstract: 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 four 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. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Adolescents with Conduct Disorder Can Be Mindful of Their Aggressive Behavior (EJ766665)
Singh, Nirbhay N.; Lancioni, Giulio E.; Singh Joy, Subhashni D.; Winton, Alan S. W.; Sabaawi, Mohamed; Wahler, Robert G.; Singh, Judy
Journal of Emotional and Behavioral Disorders, v15 n1 p56-63 Spr 2007
Journal Articles; Reports - Evaluative
Descriptors: Adolescents; Behavior Problems; Aggression; Behavior Disorders; Antisocial Behavior; Intervention; Counseling Effectiveness; Outcomes of Treatment; Student Behavior; Consciousness Raising; Behavior Modification
Abstract: Adolescents with conduct disorder frequently engage in aggressive and disruptive behaviors. Often these behaviors are controlled or managed through behavioral or other psychosocial interventions. However, such interventions do not always ensure lasting changes in an adolescent's response repertoire so that he or she does not engage in aggression when exposed to the same situations that gave rise to the behavior previously. Mindfulness training provides a treatment option that helps an individual focus and attend to conditions that give rise to maladaptive behavior. Using a multiple baseline design, we assessed the effectiveness of a mindfulness training procedure in modulating the aggressive behavior of three adolescents who were at risk of expulsion from school because of this behavior. The adolescents were able to learn the mindfulness procedure successfully and use it in situations that previously occasioned aggressive behavior. This led to large decreases in the aggression of all three individuals. Follow-up data showed that the adolescents were able to keep their aggressive behavior at socially acceptable levels in school through to graduation. Maladaptive behaviors, other than aggression, that the adolescents chose not to modify, showed no consistent change during mindfulness training, practice, and follow-up. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Individuals with Mental Illness Can Control Their Aggressive Behavior through Mindfulness Training (EJ759716)
Singh, Nirbhay N.; Lancioni, Giulio E.; Winton, Alan S. W.; Adkins, Angela D.; Wahler, Robert G.; Sabaawi, Mohamed; Singh, Judy
Behavior Modification, v31 n3 p313-328 2007
Descriptors: Psychological Patterns; Psychiatric Hospitals; Mental Disorders; Metacognition; Contingency Management; Aggression; Behavior Modification; Self Control; Cognitive Restructuring; Outcomes of Treatment
Abstract: Verbal and physical aggression are risk factors for community placement of individuals with serious and persistent mental illness. Depending on the motivations involved, treatment typically consists of psychotropic medications and psychosocial interventions, including contingency management procedures and anger management training. Effects of a mindfulness procedure, "Meditation on the Soles of the Feet", were tested as a cognitive behavioral intervention for verbal and physical aggression in 3 individuals who had frequently been readmitted to an inpatient psychiatric hospital owing to their anger management problems. In a multiple baseline across subjects design, they were taught a simple meditation technique, requiring them to shift their attention and awareness from the anger-producing situation to the soles of their feet, a neutral point on their body. Their verbal and physical aggression decreased with mindfulness training; no physical aggression and very low rates of verbal aggression occurred during 4 years of follow-up in the community. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Mindful Parenting Decreases Aggression, Noncompliance, and Self-Injury in Children with Autism (EJ766654)
Singh, Nirbhay N.; Lancioni, Giulio E.; Winton, Alan S.W.; Fisher, Barbara C.; Wahler, Robert G.; McAleavey, Kristen; Singh, Judy; Sabaawi, Mohamed
Journal of Emotional and Behavioral Disorders, v14 n3 p169-177 Fall 2006
2006-00-00
Descriptors: Social Environment; Child Rearing; Parenting Skills; Autism; Aggression; Parent Child Relationship; Parenting Styles; Self Destructive Behavior; Compliance (Psychology); Behavior Problems; Adjustment (to Environment); Interpersonal Competence; Parent Education; Outcomes of Treatment; Program Effectiveness; Interaction; Mothers
Abstract: 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. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Mindful Staff Increase Learning and Reduce Aggression in Adults with Developmental Disabilities (EJ743785)
Singh, Nirbhay N.; Lancioni, Giulio E.; Winton, Alan S.W.; Curtis, W. John; Wahler, Robert G.; Sabaawi, Mohamed; Singh, Judy; McAleavey, Kristen
Research in Developmental Disabilities: A Multidisciplinary Journal, v27 n5 p545-558 Sep-Oct 2006
Descriptors: Developmental Disabilities; Aggression; Group Homes; Adults; Training; Intervention; Behavioral Objectives; Measures (Individuals); Behavior Modification; Consciousness Raising
Abstract: Aggression by individuals with developmental disabilities may threaten their community placement. In a multiple baseline design across group homes, we provided group home staff with behavioral training and later with mindfulness training to assess the impact on aggressive behaviors and the number of learning objectives mastered by individuals in their care. We also assessed other outcomes including activities engaged in by the individuals, use of restraint by staff, and measures of satisfaction. The effect of varying staff-resident ratios was evaluated on all measures. When compared to baseline, the number of staff interventions for aggression showed some reduction following behavioral training, but decreased substantially only following mindfulness training. There was also some increase in the number of learning objectives mastered by the individuals following behavioral training, but greater and more consistent increases were obtained only after mindfulness training. Improvements also occurred on the other measures assessed after behavioral training, but these were always greater and more consistent following mindfulness training. In addition, consistent gains followed behavioral training only with a high staff-resident ratio whereas the larger gains after mindfulness training occurred with both medium and low staff-resident ratios. Our results suggest that the addition of mindfulness training considerably enhanced the ability of the group home staff to effectively manage the aggressive behavior and learning of the individuals. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Enhancing Treatment Team Process through Mindfulness-Based Mentoring in an Inpatient Psychiatric Hospital (EJ737226)
Singh, Nirbhay N.; Singh, Subhashni D.; Sabaawi, Mohamed; Myers, Rachel E.; Wahler, Robert G.
Behavior Modification, v30 n4 p423-441 2006
Descriptors: Therapy; Psychiatric Hospitals; Patients; Rating Scales; Mentors; Intervention; Psychiatric Services; Adults; Performance; Program Effectiveness; Program Implementation
Abstract: The authors investigated changes in treatment team functioning in an adult inpatient psychiatric hospital after the implementation of a mindfulness-based mentoring intervention. Using a multiple baseline across treatment teams design, the authors assessed levels of functioning of three treatment teams using a 50-item rating scale and then introduced mindfulness-based mentoring successively across the treatment teams. Following intervention, four follow-up assessments at 3-month intervals were undertaken to assess the durability of the enhanced treatment team functioning levels in the absence of mentoring. Results showed that with the introduction of mindfulness-based mentoring, treatment team performance was enhanced, patients' attendance at therapeutic groups and individual therapy sessions was maximized, and patient and staff satisfaction with treatment team functioning was substantially increased, with patient satisfaction showing greater gains than staff satisfaction. Mindfulness-based mentoring may be an efficient and effective intervention for enhancing and maintaining the performance of treatment teams in adult psychiatric hospitals. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Enhancing the Impact of Parent Training through Narrative Restructuring (EJ736511)
Schwartzman, Meredith P.; Wahler, Robert G.
Child & Family Behavior Therapy, v28 n2 p49-65 Apr 2006
2006-04-05
Descriptors: Parent Education; Mothers; Parent Child Relationship; Control Groups; Correlation; Credibility; Personal Narratives; Child Rearing
Abstract: New analyses of archival data from a parent training study are presented for ten troubled mother-child dyads. All the mothers participated in verbal discourse sessions with their clinicians during the same weeks in which they participated in clinic-based parent training. The discourse was guided by clinicians to focus mothers on their narratives of parenting problems; five mothers were prompted to restructure their stories in order to improve story coherence, while the other five were simply prompted to continue their stories. All stories were rated for clarity and credibility and mother-child interactions were measured in the dyads' home settings. Results show that the restructuring process led these mothers to tell more credible stories than did the control group mothers. Home observations also showed that the former group followed the parent training protocol, while the latter group did not. In addition, correlations between mothers' narrative credibility scores and home indices of mother-child improvement suggest that the narrative restructuring procedure might have enhanced mothers' parent training performance. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Covariations between Mothers' Responsiveness and Their Use of ''Do'' and ''Don't'' Instructions: Implications for Child Behavior Therapy (EJ806771)
Vigilante, Vanessa Ann; Wahler, Robert G.
Behavior Therapy, v36 n3 p207-212 Sum 2005
2005-00-00
Descriptors: Mothers; Child Behavior; Parent Child Relationship; Therapy; Clinics; Interaction; Responses; Correlation; Behavior Modification; Children; Observation
Abstract: Fifty-two clinic-referred (20) and volunteer (32) mother-child dyads were observed in their home settings for 1 hour per dyad. Observers monitored the mothers' responsiveness during interactions with their children, and mothers' use of ''do'' and ''don't'' instructions were recorded; the children's compliance with instructions was also recorded, as well as their negative responses directed to mothers. Results showed the expected differences between clinic-referred and volunteer dyads, with the former mothers being less responsive and more inclined to issue ''don't'' instructions; the clinic-referred children were less compliant and more negative. All children were less compliant with ''don't'' instructions than ''do'' and, as expected, mothers' responsiveness scores were positively correlated with their use of ''do'' instructions in both groups. There was evidence that use of these instructions mediated the high correlation between mothers' responsiveness and their children's compliance. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Mindful Caregiving Increases Happiness among Individuals with Profound Multiple Disabilities (EJ731092)
Singh, Nirbhay N.; Lancioni, Giulio E.; Winton, Alan S. W.; Wahler, Robert G.; Singh, Judy; Sage, Monica
Research in Developmental Disabilities: A Multidisciplinary Journal, v25 n2 p207-218 Mar-Apr 2004
2004-00-00
Descriptors: Psychological Patterns; Quality of Life; Multiple Disabilities; Severe Disabilities; Caregiver Attitudes; Helping Relationship; Adults; Caregiver Training; Attitude Measures; Outcomes of Treatment
Abstract: Happiness is a critical indicator of quality of life in humans. A few studies have measured levels of happiness displayed under different conditions by individuals with profound multiple disabilities. We were interested in determining whether increasing the mindfulness of caregivers would result in increased levels of happiness in adults with these conditions. Using alternating treatments embedded within a multiple baseline across caregivers design, we measured baseline levels of happiness displayed by three adults with profound multiple disabilities when they engaged in leisure activities, each by a different pair of caregivers. Then, we taught mindfulness methods to one of each pair and measured the levels of happiness displayed by the individuals during the 8-weeks training for the caregivers. Finally, we measured the levels of happiness displayed by the three individuals for 16 weeks following the termination of mindfulness training. We found that, regardless of whether the level of happiness was initially observed to be high or low in the presence of a caregiver, it increased markedly when an individual interacted with a caregiver who received training in mindfulness when compared to the control caregiver, who did not receive such training. Our study provides evidence that increasing the mindfulness of a caregiver can produce a substantial increase in the levels of happiness displayed by individuals with profound multiple disabilities. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Generalization in a Child's Oppositional Behavior Across Home and School Settings (EJ696121)
Wahler, Robert G.; Vigilante, Vanessa Ann; Strand, Paul S.
Journal of Applied Behavior Analysis, v37 n1 p43 Spr 2004
2004-03-22
Journal Articles; Reports - Descriptive
Descriptors: Mothers; Generalization; Behavior Problems; Antisocial Behavior; Children; Child Behavior; Males; Parent Child Relationship; Behavior Change; Parent Education
Abstract: A 9-year-old clinic-referred boy, his mother, and his teacher were observed in 38 home and 38 school sessions on the same days. Categories of the boy's oppositional behavior and the inappropriate social attention of his mother and teacher were graphed to visually inspect changes during baseline, a parent-training phase, a follow-up phase, and a final parent-training booster phase. Parent-training phases produced reductions in the mother's inappropriate attention and in the boy's oppositional behavior, whereas the follow-up and baseline phases were associated with higher rates of these categories. Generalization occurred in the school across these home phases, as seen in the increase in rates of the boy's problem behavior, despite the lack of change in his teacher's attention. Correlational analyses of proportion scores reflecting the boy's home-school oppositional behavior and mother-teacher social attention suggested his responsiveness to relative changes in adult social contingencies across settings. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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