101. Impact of MindUP Among Young Children: Improvements in Behavioral Problems, Adaptive Skills, and Executive Functioning
- Author
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Haesoo Kim, Andrea Delaney, Claire V. Crooks, Mostafa Shokoohi, and Karen Bax
- Subjects
Social and emotional learning ,medicine.medical_specialty ,Health (social science) ,Mindfulness ,Teacher rating ,Social Psychology ,education ,Experimental and Cognitive Psychology ,Intervention group ,Education ,Adaptive skills ,Executive function ,Intervention (counseling) ,Developmental and Educational Psychology ,Social emotional learning ,medicine ,0501 psychology and cognitive sciences ,Applied Psychology ,Schools ,Public health ,05 social sciences ,Social and emotional learning . Mindfulness . Schools . Early childhood . Executive function ,050301 education ,Early childhood ,Psychology ,0503 education ,Psychosocial ,050104 developmental & child psychology ,Clinical psychology - Abstract
Objectives We evaluated the impacts of a mindfulness-based social and emotional learning (SEL) program on behavioral problems, adaptive skills, and executive functioning among kindergarten students. Methods A total of 23 classrooms were assigned to the intervention group, in which the teachers implemented MindUP, and 19 classrooms were assigned to the comparison group, in which the teachers delivered their classes as usual. Teachers assessed the behavior of students (N = 584; intervention n = 261; comparison n = 323) both pre- and post-intervention with two measures: the Behavior Assessment System for Children, Third Edition, Teacher Rating Scales (BASC-3 TRS) and the Behavior Rating Inventory of Executive Function-Preschool and Child Version (BRIEF-P; BRIEF-2). Results Students who received the intervention demonstrated an improvement in adaptive skills and reduction in behavioral symptoms, internalizing composite, and externalizing composite outcomes. Additionally, there was a significant decrease in executive functioning deficits among students who participated in MindUP. There were no gender differences regarding changes in any of the five study outcomes. Conclusions The study suggests that mindfulness-based SEL intervention can improve psychosocial and behavioral outcomes in young children.
- Published
- 2020