Mindful breathing: A low-intensity behavior strategy for students with behavioral challenges

References

• Alexander, J. (2019). Building trauma-sensitive schools: Your guide to creating safe, supportive learning environments for all students. Paul H. Brooks Publishing.
   Google Scholar
• Bakosh, L. S., Snow, R. M., Tobias, J. M., Houlihan, J. L., & Barbosa-Leiker, C. (2016). Maximizing mindful learning: Mindful awareness intervention improves elementary school students’ quarterly grades. Mindfulness, 7(1), 59–67. https://doi.org/10.1007/s12671-015-0387-6
   Web of Science ®Google Scholar
• Beblo, T., Pelster, S., Schilling, C., Kleinke, K., Iffland, B., Driessen, M., & Fernando, S. (2018). Breath versus emotions: The impact of different foci of attention during mindfulness meditation on the experience of negative and positive emotions. Behavior Therapy, 49(5), 702–714. https://doi.org/10.1016/j.beth.2017.12.006
   PubMed Web of Science ®Google Scholar
• Beauchemin, J., Hutchins, T. L., & Patterson, F. (2008). Mindfulness meditation may lessen anxiety, promote social skills, and improve academic performance among adolescents with learning disabilities. Complementary Health Practice Review, 13(1), 34–45. https://doi.org/10.1177/1533210107311624
   Google Scholar
• Bien, T., & Didonna, F. (2009). Appendix A: Mindfulness practice. In F. Didonna (Ed.), Clinical handbook of mindfulness (pp. 477–488). Springer.
   Google Scholar
• Bing-Canar, H., Pizzuto, J., & Compton, R. J. (2016). Mindfulness-of-breathing exercise modulates EEG alpha activity during cognitive performance. Psychophysiology, 53(9), 1366–1376.
   PubMed Web of Science ®Google Scholar
• Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822–848.
   PubMed Web of Science ®Google Scholar
• Bundick, M. J., Quaglia, R. J., Corso, M. J., & Haywood, D. E. (2014). Promoting student engagement in the classroom. Teachers College Record, 116, 1–34.
   Web of Science ®Google Scholar
• Burke, M. D., Boon, R. T., Hatton, H., & Bowman-Perrott, L. (2015). Reading interventions for middle and secondary students with emotional and behavioral disorders. Behavior Modification, 39(1), 43–68. [PMC][25164773]
   PubMed Web of Science ®Google Scholar
• Burg, J. M., & Michalak, J. (2011). The healthy quality of mindful breathing: Associations with rumination and depression. Cognitive Therapy and Research, 35(2), 179–185. https://doi.org/10.1007/s10608-010-9343-x
   Web of Science ®Google Scholar
• Centers for Disease Control and Prevention, Kaiser Permanente. (2016). The ACE study survey data [Unpublished Data]. U.S. Department of Health and Human Services, Centers for Disease Control and Prevention. www.cdc.gov/violenceprevention/acestudy/
   Google Scholar
• Cho, H., Ryu, S., Noh, J., & Lee, J. (2016). The effectiveness of daily mindful breathing practices on test anxiety of students. PloS One, 11(10), e0164822. https://doi.org/10.1371/journal.pone.0164822
   PubMed Web of Science ®Google Scholar
• Clinton, V., Swenseth, M., & Carlson, S. E. (2018). Do mindful breathing exercises benefit reading comprehension? A brief report. Journal of Cognitive Enhancement, 2(3), 305–310. https://doi.org/10.1007/s41465-018-0067-2
   Google Scholar
• Collaborative for Academic, Social, and Emotional Learning. (2018). What is SEL? Retrieved from https://casel.org/what-is-sel
   Google Scholar
• Ennis, R. P., Harris, K. R., Lane, K. L., & Mason, L. H. (2014). Lessons learned from implementing self-regulated strategy development with students with emotional and behavioral disorders in alternative educational settings. Behavioral Disorders, 40(1), 68–77. https://doi.org/10.17988/0198-7429-40.1.68
   Web of Science ®Google Scholar
• Felver, J. C., Celis-de Hoyos, C. E., Tezanos, K., & Singh, N. N. (2016). A systematic review of mindfulness-based interventions for youth in school settings. Mindfulness, 7(1), 34–45. https://doi.org/10.1007/s12671-015-0389-4
   Web of Science ®Google Scholar
• Felver, J., Felver, S., Margolis, K., Ravitch, K. N., Romer, N., & Horner, R. (2017). Effectiveness and social validity of the soles of the feet mindfulness-based intervention with special education students. Contemporary School Psychology, 21(4), 358–368. https://doi.org/10.1007/s40688-017-0133-2
   Google Scholar
• Flecher, J. (2019). How to use 4-7-8 breathing for anxiety. Medical news today. https://www.medicalnewstoday.com/articles/324417
   Google Scholar
• Flook, L., Smalley, S. L., Kitil, M. J., Galla, B. M., Kaiser-Greenland, S., Locke, J., Ishijima, E., & Kasari, C. (2010). Effects of mindful awareness practices on executive functions in elementary school children. Journal of Applied School Psychology, 26(1), 70–95. https://doi.org/10.1080/15377900903379125
   Google Scholar
• Fuchs, W. W., Mundschenk, N. J., & Groark, B. (2017). A promising practice: School-based mindfulness-based stress reduction for children with disabilities. Journal of International Special Needs Education, 2, 56–66.
   Google Scholar
• Gabriely, R., Tarrasch, R., Velicki, M., & Ovadia-Blechman, Z. (2020). The influence of mindfulness meditation on inattention and physiological markers of stress on students with learning disabilities and/or attention deficit hyperactivity disorder. Research in Developmental Disabilities, 100, 103630. https://doi.org/10.1016/j.ridd.2020.103630
   PubMed Web of Science ®Google Scholar
• Goldberg, L. (2004). Creative RelaxationSM: A yoga-based program for regular and exceptional student education. International Journal of Yoga Therapy, 14(1), 68–78. https://doi.org/10.17761/ijyt.14.1.50524j511674v292
   Google Scholar
• Goodman, T. A., & Greenland, S. K. (2009). Mindfulness with children: Working with difficult emotions. Clinical handbook of mindfulness (pp. 417–429) Springer.
   Google Scholar
• Gotter, A. (2019). 8 breathing exercises to try when you feel anxious. Healthline. https://www.healthline.com/health/breathing-exercises-for-anxiety
   Google Scholar
• Iacona, J., & Johnson, S. (2018). Neurobiology of trauma and mindfulness for children. Journal of Trauma Nursing: The Official Journal of the Society of Trauma Nurses, 25(3), 187–191. https://doi.org/10.1097/JTN.0000000000000365
   PubMed Web of Science ®Google Scholar
• Idler, A. M., Mercer, S. H., Starosta, L., & Bartfai, J. M. (2017). Effects of a mindful breathing exercise during reading fluency intervention for students with attentional difficulties. Contemporary School Psychology, 21(4), 323–334. https://doi.org/10.1007/s40688-017-0132-3
   Google Scholar
• Jones, S., Bailey, R., Brush, K., & Kahn, J. (2017). Kernels of practice for SEL: Low-cost, low-burden strategies. The Wallace Foundation.
   Google Scholar
• Lin, Z., Kunze, K., Ueki, A., & Inakage, M. (2020). AromaCue-A scent toolkit to cope with stress using the 4-7-8 breathing method [Paper presentation]. Proceedings of the Fourteenth International Conference on Tangible, Embedded, and Embodied Interaction, February (pp. 265–272).
   Google Scholar
• Malboeuf-Hurtubise, C., Joussemet, M., Taylor, G., & Lacourse, E. (2018). Effects of a mindfulness-based intervention on the perception of basic psychological need satisfaction among special education students. International Journal of Disability, Development & Education, 65(1), 33–44. https://doi.org/10.1080/1034912X.2017.1346236
   Web of Science ®Google Scholar
• Malboeuf-Hurtubise, C., Lacourse, E., Taylor, G., Joussemet, M., & Ben Amor, L. (2017). A mindfulness-based intervention pilot feasibility study for elementary school students with severe learning difficulties: Effects on internalized and externalized symptoms from an emotional regulation perspective. Journal of Evidence-Based Complementary & Alternative Medicine, 22(3), 473–481. https://doi.org/10.1177/2156587216683886
   PubMedGoogle Scholar
• Maynard, B. R., Solis, M. R., Miller, V. L., & Brendel, K. E. (2017). Mindfulness‐based interventions for improving cognition, academic achievement, behavior, and socioemotional functioning of primary and secondary school students. Campbell Systematic Reviews, 13(1), 1–144.
   Google Scholar
• Mendelson, T., Greenberg, M. T., Dariotis, J. K., Gould, L. F., Rhoades, B. L., & Leaf, P. J. (2010). Feasibility and preliminary outcomes of a school-based mindfulness intervention for urban youth. Journal of Abnormal Child Psychology, 38(7), 985–994.
   PubMed Web of Science ®Google Scholar
• Minkos, M. L., Chafouleas, S. M., Bray, M. A., & LaSalle, T. P. (2018). Brief report: A preliminary investigation of a mindful breathing intervention to increase academic engagement in an alternative educational setting. Behavioral Disorders, 43(4), 436–443. https://doi.org/10.1177/0198742917740870
   Web of Science ®Google Scholar
• Mrazek, M. D., Smallwood, J., & Schooler, J. W. (2012). Mindfulness and mind-wandering: Finding convergence through opposing constructs. Emotion (Washington, D.C.), 12(3), 442–448. https://doi.org/10.1037/a0026678
   PubMed Web of Science ®Google Scholar
• Mussey, S. (2019). Mindfulness in the classroom: Mindful principles for social and emotional learning. Prufrock Press.
   Google Scholar
• Napoli, M., Krech, P. R., & Holley, L. C. (2005). Mindfulness training for elementary school students: The attention academy. Journal of Applied School Psychology, 21(1), 99–125. https://doi.org/10.1300/J370v21n01_05
   Google Scholar
• Ortiz, R., & Sibinga, E. M. (2017). The role of mindfulness in reducing the adverse effects of childhood stress and trauma. Children, 4(3), 16–19. https://doi.org/10.3390/children4030016
   PubMedGoogle Scholar
• Perry, B. D., & Szalavitz, M. (2017). The boy who was raised as a dog: And other stories from a child psychiatrist’s notebook. Hachette Book Groups.
   Google Scholar
• Prothero, A. (2019). Can bite-sized lessons make social-emotional learning easier to teach? Education Week, 39(4), 1–8. https://bit.ly/2mFX8Om
   Google Scholar
• Rechtschaffen, D. (2014). The way of mindful education: Cultivating well-being in teachers and students. WW Norton & Company.
   Google Scholar
• Robert-McComb, J. J., Cisneros, A., Tacón, A., Panike, R., Norman, R., Qian, X. P., & McGlone, J. (2015). The effects of mindfulness-based movement on parameters of stress. International Journal of Yoga Therapy, 25(1), 79–88. https://doi.org/10.17761/1531-2054-25.1.79
   PubMedGoogle Scholar
• Semple, R. J., Reid, E. F. G., & Miller, L. (2005). Treating anxiety with mindfulness: An open trial of mindfulness training for anxious children. Journal of Cognitive Psychotherapy, 19(4), 379–392. https://doi.org/10.1891/jcop.2005.19.4.379
   Google Scholar
• Srinivasan, M. (2014). Teach, breathe, learn: Mindfulness in and out of the classroom. Parallax Press.
   Google Scholar
• Singh, N. N., Lancioni, G. E., Joy, S. D. S., Winton, A. S., Sabaawi, M., Wahler, R. G., & Singh, J. (2007). Adolescents with conduct disorder can be mindful of their aggressive behavior. Journal of Emotional and Behavioral Disorders, 15(1), 56–63. https://doi.org/10.1177/10634266070150010601
   Web of Science ®Google Scholar
• Tao, S., Li, J., Zhang, M., Zheng, P., Lau, E. Y. H., Sun, J., & Zhu, Y. (2021). The effects of mindfulness-based interventions on child and adolescent aggression: A systematic review and meta-analysis. Mindfulness, 12(6), 1301–1315. https://doi.org/10.1007/s12671-020-01570-9
   Web of Science ®Google Scholar
• The IRIS Center. (2014). Evidence-based practices (part 1): Identifying and selecting a practice or program. Retrieved from https://iris.peabody.vanderbilt.edu/module/ebp_01/
   Google Scholar
• van der Kolk, B. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma. Viking Penguin.
   Google Scholar
• Varvogli, L., & Darviri, C. (2011). Stress management techniques: Evidence-based procedures that reduce stress and promote health. Health Science Journal, 5, 74–89.
   Google Scholar
• Weil, A. (2017). Three breathing exercises. DrWeil.com. Retrieved from https://www.drweil.com/health-wellness/body-mind-spirit/stress-anxiety/breathing-three-exercises/
   Google Scholar
• West, J., Liang, B., & Spinazzola, J. (2017). Trauma sensitive yoga as a complementary treatment for posttraumatic stress disorder: A qualitative descriptive analysis. International Journal of Stress Management, 24(2), 173–195.
   PubMed Web of Science ®Google Scholar
• Wilber, A. (2020). Finding your anchor: 3 creative ways to explore mindful breathing with your students. Retrieved on 12/30/20 from https://www.littlefloweryoga.com/
   Google Scholar
• Willard, C., & Rechtschaffen, D. (2019). Alphabreaths: The ABCs of mindful breathing. Sounds True, Inc.
   Google Scholar
• Zarate, K., Maggin, D. M., & Passmore, A. (2019). Meta‐analysis of mindfulness training on teacher well‐being. Psychology in the Schools, 56(10), 1700–1715. https://doi.org/10.1002/pits.22308
   Web of Science ®Google Scholar
• Zhu, B., Hedman, A., Feng, S., Li, H., & Osika, W. (2017). Designing, prototyping and evaluating digital mindfulness applications: A case study of mindful breathing for stress reduction. Journal of Medical Internet Research, 19(6), e197. https://doi.org/10.2196/jmir.6955
   PubMed Web of Science ®Google Scholar
• Zoogman, S., Goldberg, S. B., Hoyt, W. T., & Miller, L. (2015). Mindfulness interventions with youth: A meta-analysis. Mindfulness, 6(2), 290–302. https://doi.org/10.1007/s12671-013-0260-4
   Web of Science ®Google Scholar