Creative Commons License
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Date of Graduation
Summer 2019
Document Type
Thesis
Degree Name
Educational Specialist (EdS)
Department
Department of Graduate Psychology
Advisor(s)
Tammy D. Gilligan
Abstract
The symptoms of Autism Spectrum Disorder (ASD) have large impacts on the emotional (Samson et al., 2014; Strang et al., 2012) and behavioral (Mayes et al, 2012; Hill et al, 2014; Jahromi, Meek, & Ober-Reynolds, 2012) functioning of children and adolescents diagnosed with the disorder. The difficulties with emotional and behavioral functioning in students with ASD can drastically decrease their academic achievement compared to neuro-typical peers (Ashburner, Ziviani, & Rodger, 2010). Introducing students with ASD to mindfulness may help decrease the frequency of a challenging behavior in the classroom, increase mindfulness, and increase mood and positivity. How mindfulness interventions have benefited children diagnosed with ASD in previous studies will be described. The results of a current mindfulness intervention program delivered to two students will be shared.
Recommended Citation
Krogmann, Richard, "School-based mindfulness intervention for adolescents with Autism Spectrum Disorder" (2019). Educational Specialist, 2009-2019. 149.
https://commons.lib.jmu.edu/edspec201019/149
