Date of Award
Spring 2025
Language
English
Embargo Period
5-1-2025
Document Type
Dissertation
Degree Name
Doctor of Psychology (PsyD)
College/School/Department
Department of Educational and Counseling Psychology
Program
School Psychology
First Advisor
Benjamin Solomon
Committee Members
Andrew Petsche, Mariola Moeyaert
Keywords
Mindfulness, L2B, CI/CO, on-task behavior, off-task behavior
Subject Categories
School Psychology
Abstract
Current research has uncovered that mindfulness engagement improves students’ emotional regulation, attention skills, and academic engagement (Bertin, 2014; Khoury, et al., 2013; Remmers, et al., 2016; Quach et al, 2016; Sanaei, et al., 2014). Broderick’s (2013) Learning to BREATHE (L2B) curriculum is a mindfulness-based program designed for adolescents and has been shown to improve attention skills through self-report data (Eva & Thayer, 2017; Rosenman et al., 2011). Meanwhile, behaviorally based interventions such as Check-in/Check-out (CI/CO) have been shown to improve student attention via direct observation. The current study aimed to evaluate the effectiveness of L2B as a standalone intervention as well as the additional effect of integrating CI/CO. Three general education students in high school who were referred for on-task and off-task behavior concerns consented to participate. A multiple-baseline design across participants was used with each participant proceeding through three phases in the following order: (1) baseline, (2) L2B intervention, (3) CI/CO intervention. To analyze the results, a combination of visual analysis in accordance with the What Works Clearinghouse (WWC; Kratochwill et al., 2010) standards, and Ordinary Least Squares (OLS) regression modeling was used (Shadish et al., 2013). Because of the high variability in the data, separate models were run for each participant yielding idiosyncratic results. Student on-task behavior appeared to decrease during the L2B phase and increase during CI/CO. Student off-task behavior appeared to increase L2B phase and decrease during CI/CO. Findings indicate CI/CO may be a more useful intervention to use amongst adolescent populations to improve on-task or off-task behavior.
License
This work is licensed under the University at Albany Standard Author Agreement.
Recommended Citation
Satin, Emily E., "Investigating a Brief Mindfulness Curriculum on On-Task Behavior: A Single Case Study of the Learning to Breathe Program" (2025). Electronic Theses & Dissertations (2024 - present). 212.
https://scholarsarchive.library.albany.edu/etd/212
