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6/28/2016
Incorporate Mindfulness Into Your Curriculum Kristi L. Perryman, PhD Jena Anderson, MS David D. Christian, PhD
PRoBE • Partnerships for Results Based Evaluation • An action-research approach to program evaluation – Identify – what’s going well, what’s not? Gaps? • Complete School Data Profile Template – Describe – Thoroughly describe the problem and the intervention • Students, Interventions, Measurements, Settings – Existing data – What data can you use to measure progress? Additional? – Analyze – Graphs, Charts, Percentages, EXCEL. Interprofessional Collaboration. – Summarize - Create a report or PowerPoint with you findings for stakeholders • Statement of the problem, Intervention, Results, Future plan
1
6/28/2016
Example • School counseling intern placed at an elementary school in NWA. • Intern had to complete PRoBE as course requirement
Identify • Used Benchmark Data and School Report Card to explore gaps on campus
2
6/28/2016
Describe • Describe - Gap between 4th and 5th grade literacy scores for low SES students (15% drop)
S.I.M.S Students: Twenty 5th grade students identified by teachers as in need of academic assistance. Students not on free and reduced lunch status eliminated. Ten permission slips were sent out. Nine were returned. One student dropped out of the group due to another commitment. Results based on 8 (3 male, 5 female) low SES students who are also ESL students. Interventions: Mindfulness interventions implemented during the 5 week group. Interventions adapted from Mindfulness Skills for Kids and Teens. Measurements: The data included attendance records, grade progress reports, behavior rubric completed by teachers, and the Child and Adolescent Mindfulness Measure (CAMM) completed by participants. Setting: The interventions took place during 30 minute lunch period.
3
6/28/2016
Intervention - Mindfulness • What the research says: – Black & Fernando (2014) • 5 week mindfulness-based curriculum on teacher-ratings of student classroom behavior. • K-6th – Pre, Post, 7 week follow up • Teachers reported improved classroom behavior of their student – – – –
Paying Attention Self-control Participating in activities Caring/Respect for others
– Burke (2010) • Reviewed current research on mindfulness-based interventions with children and adols. • Conclusion: Although in infancy, research provides support for the feasibility of mindfulness-based interventions with children and adols. • Need more research! • Called for large, empirical studies
– Siegel (2015) • Importance of mindfulness-based activities to support neuroconnectivity and brain development.
Interventions • Group 1: Introduction - Confidentiality, get to know you activity, purpose of group, introduction to mindfulness with skittles activity/mindful eating, breathing meditation • Group 2: Visualization - Introduction to the concept of visualization through guided meditation and drawing activity • Group 3: How to Stay Present - Memory activity through utilization of the senses, breathing meditation • Group 4: Thoughts - Whiteboard activity and “Whiteboard Meditation” • Group 5: Calm Bottles - Students were able to create and decorate “calm” bottles to take with them as group memento and a tool to continue practice the skill of mindfulness
4
6/28/2016
Measurement - CAMM
Measurement - Behavior Rubric
5
6/28/2016
Existing Data • Attendance Records • Literacy grade progress reports • Additional Data – behavior rubric completed by teachers – Child and Adolescent Mindfulness Measure (CAMM) completed by participants.
Analyze Data • Used Graphs, Charts, and EXCEL to best understand how participants changed.
6
6/28/2016
Results: Attendance
Results: Attendance – A paired-samples t test was conducted to compare the average number of absences before the group started to the average number of absences during the group. The pre-group average was 4.63 (SD=3.204), and the average number of absences during the group was .05 (SD=1.414). A statistically significant decrease from pre-group to during group absences was found (t(7)=3.77, p=.007). The eta squared statistic (.67) indicated a very large effect size (Cohen, 1988). The 5 week mindfulness group appeared to be an effective way to decrease participants’ absences.
7
6/28/2016
Results: Literacy Grades Pre-Group Reading Grade
Post-Group Reading Grade
MAP Reading Score Point Increase
Student 1
C (75%)
B (82%)
5 Points
Student 2
D (68%)
C (72%)
4 Points
Student 3
C (77%)
B (83%)
8 Points
Student 4
C (75 %)
B (85%)
14 Points
Student 5
F (56%)
D (61%)
3 Points
Student 6
C- (72%)
C (78%)
24 Points
Student 7
B (87%)
B (89%)
11 Points
Student 8
C (75%)
D (82%)
18 Points
Results: Literacy Grades – A paired-samples t test was conducted to compare the mean pre-test literacy grade to the mean post-test literacy grade. The pre-test mean was 73.78 (SD=8.85), and the post-test mean was 79 (SD=8.82). A statistically significant increase from pre-test to post-test was found (t(7)=-7.70, p
Incorporate Mindfulness Into Your Curriculum Kristi L. Perryman, PhD Jena Anderson, MS David D. Christian, PhD
PRoBE • Partnerships for Results Based Evaluation • An action-research approach to program evaluation – Identify – what’s going well, what’s not? Gaps? • Complete School Data Profile Template – Describe – Thoroughly describe the problem and the intervention • Students, Interventions, Measurements, Settings – Existing data – What data can you use to measure progress? Additional? – Analyze – Graphs, Charts, Percentages, EXCEL. Interprofessional Collaboration. – Summarize - Create a report or PowerPoint with you findings for stakeholders • Statement of the problem, Intervention, Results, Future plan
1
6/28/2016
Example • School counseling intern placed at an elementary school in NWA. • Intern had to complete PRoBE as course requirement
Identify • Used Benchmark Data and School Report Card to explore gaps on campus
2
6/28/2016
Describe • Describe - Gap between 4th and 5th grade literacy scores for low SES students (15% drop)
S.I.M.S Students: Twenty 5th grade students identified by teachers as in need of academic assistance. Students not on free and reduced lunch status eliminated. Ten permission slips were sent out. Nine were returned. One student dropped out of the group due to another commitment. Results based on 8 (3 male, 5 female) low SES students who are also ESL students. Interventions: Mindfulness interventions implemented during the 5 week group. Interventions adapted from Mindfulness Skills for Kids and Teens. Measurements: The data included attendance records, grade progress reports, behavior rubric completed by teachers, and the Child and Adolescent Mindfulness Measure (CAMM) completed by participants. Setting: The interventions took place during 30 minute lunch period.
3
6/28/2016
Intervention - Mindfulness • What the research says: – Black & Fernando (2014) • 5 week mindfulness-based curriculum on teacher-ratings of student classroom behavior. • K-6th – Pre, Post, 7 week follow up • Teachers reported improved classroom behavior of their student – – – –
Paying Attention Self-control Participating in activities Caring/Respect for others
– Burke (2010) • Reviewed current research on mindfulness-based interventions with children and adols. • Conclusion: Although in infancy, research provides support for the feasibility of mindfulness-based interventions with children and adols. • Need more research! • Called for large, empirical studies
– Siegel (2015) • Importance of mindfulness-based activities to support neuroconnectivity and brain development.
Interventions • Group 1: Introduction - Confidentiality, get to know you activity, purpose of group, introduction to mindfulness with skittles activity/mindful eating, breathing meditation • Group 2: Visualization - Introduction to the concept of visualization through guided meditation and drawing activity • Group 3: How to Stay Present - Memory activity through utilization of the senses, breathing meditation • Group 4: Thoughts - Whiteboard activity and “Whiteboard Meditation” • Group 5: Calm Bottles - Students were able to create and decorate “calm” bottles to take with them as group memento and a tool to continue practice the skill of mindfulness
4
6/28/2016
Measurement - CAMM
Measurement - Behavior Rubric
5
6/28/2016
Existing Data • Attendance Records • Literacy grade progress reports • Additional Data – behavior rubric completed by teachers – Child and Adolescent Mindfulness Measure (CAMM) completed by participants.
Analyze Data • Used Graphs, Charts, and EXCEL to best understand how participants changed.
6
6/28/2016
Results: Attendance
Results: Attendance – A paired-samples t test was conducted to compare the average number of absences before the group started to the average number of absences during the group. The pre-group average was 4.63 (SD=3.204), and the average number of absences during the group was .05 (SD=1.414). A statistically significant decrease from pre-group to during group absences was found (t(7)=3.77, p=.007). The eta squared statistic (.67) indicated a very large effect size (Cohen, 1988). The 5 week mindfulness group appeared to be an effective way to decrease participants’ absences.
7
6/28/2016
Results: Literacy Grades Pre-Group Reading Grade
Post-Group Reading Grade
MAP Reading Score Point Increase
Student 1
C (75%)
B (82%)
5 Points
Student 2
D (68%)
C (72%)
4 Points
Student 3
C (77%)
B (83%)
8 Points
Student 4
C (75 %)
B (85%)
14 Points
Student 5
F (56%)
D (61%)
3 Points
Student 6
C- (72%)
C (78%)
24 Points
Student 7
B (87%)
B (89%)
11 Points
Student 8
C (75%)
D (82%)
18 Points
Results: Literacy Grades – A paired-samples t test was conducted to compare the mean pre-test literacy grade to the mean post-test literacy grade. The pre-test mean was 73.78 (SD=8.85), and the post-test mean was 79 (SD=8.82). A statistically significant increase from pre-test to post-test was found (t(7)=-7.70, p
