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Date of Graduation
Summer 2015
Document Type
Thesis
Degree Name
Educational Specialist (EdS)
Department
Department of Graduate Psychology
Advisor(s)
Tammy D. Gilligan
Abstract
The prevalence of ADHD has drastically increased over the last decade, and children with this disorder often receive attention from their teachers for their disruptive behaviors (Visser, Danielson, Bitsko, Holbrook, Kogan, Ghandour,... & Blumberg, 2014). Students with ADHD often struggle with controlling their impulses that lead to these disruptions in the classroom. If not addressed, the classroom learning environment is likely to be negatively impacted (Lambert, Cartledge, Heward, & Lo, 2006). Introducing students with ADHD to the practice of mindfulness may help to create a space, or a delay in responding, between thoughts and actions which may, in turn, reduce the amount of disruptive behaviors teachers must manage in the classroom. The following literature will describe mindfulness and its implementation in the K-12 setting; and then, describe ADHD symptoms and how mindfulness is used to address these symptoms.
Recommended Citation
Sims, Joseph L., "Impacts of mindfulness on disruptive behaviors associated with characteristics of ADHD" (2015). Educational Specialist, 2009-2019. 15.
https://commons.lib.jmu.edu/edspec201019/15
