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Effects of mindfulness-based intervention to improve task performance for children with intellectual disabilities
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- 자료유형학술지논문
- 저자명Kim, J.,Kwon, M.
- 학회/출판사/기관명John Wiley & Sons Ltd
- 출판년도2018
- 언어영어
- 학술지명/학위논문주기JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES
- 발행사항Vol.31No.1[2018]_x000D_
- ISBN/ISSN1360-2322
- 소개/요약Background: Task performance is a critical factor for learning in individuals with intellectual disabilities. This study aimed to examine mindfulness-based intervention (MBI) to improve task performance for children with intellectual disability (ID). Methods: Three elementary school children with ID participated in the study. A multiple baseline design across subjects was used. The intervention was consisted of "understanding the necessary concept of mindfulness, practice of awareness and attention, and practice focusing on mindful behaviours." Mediating materials including expressive arts supplies were used to help each subject to understand the content and the progress of the intervention programme. Results: The results showed that all of the three subjects showed an improvement in task performance and a decrease in task-avoidance behaviours. The mothers reported that her children's daily life behaviours were distinctively improved as he/she participated in the intervention. Conclusion: The finding suggests that MBI would be a valuable adjunct to a wide range of applications to support individuals with ID to learn a variety of adaptive behaviour.
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