We used a robust system for grading recommendations in evidence-based guidelines (Harbour & Miller, 2001) to weigh evidence per study design in a two-step process. Unlike prior systematic reviews and meta-analyses, our review sought to examine the quality of outcome evidence by research design, as well as the quantity of evidence across studies. However, further research comparing the relative strength of MBSIs for improving different mental traits is needed, particularly research weighting evidence of these outcomes by study design. Prior to turning to the present study, we first consider what is known from previous reviews of MBI with youth and in schools. Mindfulness practices targeting school-aged populations include developmentally appropriate adaptations for children and adolescents (Bostic et al., 2015; Carsley et al., 2018). Empirical studies have also demonstrated improvements in attention skills, social skills, sleep quality, and reductions in somatic and externalizing symptoms (Beauchemin et al., 2008; Biegel et al., 2009; Bootzin et al., 2005; Britton et al., 2010; Napoli et al., 2005; Zylowska et al., 2008).
ESSA Evidence-Based Interventions for School Improvement Guides
Families, students, and educators set goals and work together to achieve them. Systems include teaming structures, training, coaching, and other supports for educators. It is a way to create positive, predictable, equitable and safe learning environments where everyone thrives. AFIRM for Toddlers are a set a of modules developed in collaboration with the Early Childhood Technical Assistance Center for early interventionists working with toddlers, families, and early care providers. AFIRM for Paras are a set a of modules for paraeducators working with elementary schoolers on the spectrum.
The type and level of behavior support provided for any student must match the intensity of his or her needs. These systems create the ability to deliver Tier 1, Tier 2, and Tier 3 practices. Schools invest in the administrative, professional, and organizational systems critical to sustain PBIS implementation. PBIS is flexible enough support student, family, and community needs.
Dissemination Science in School Mental Health: A Framework for Future Research
Twenty-eight studies NYSED Evidence-Based Interventions (62%) employed randomised controlled designs. Twenty-five studies (56%) were carried out outside of the United States. Table 2 provides the summary characteristics for each study included in the meta-analysis. The influence of possible moderators was determined by calculating Q values (heterogeneity between groups) and their corresponding p values, based on the Z-values of the different moderator categories (Borenstein et al. 2010). Heterogeneity was determined by calculating I2 values, indicating the degree of inconsistency across studies in a meta-analysis (Higgins et al. 2003). For each mean effect size, a variance was calculated based on an estimated correlation (r) and the (true) variance of the individual effect sizes (Morris 2008).
Why is it important for both students and educators to use evidence-based instructional strategies?
- No differences were apparent when examining results per research design, evaluation design, or control group type, except no pre-post design studies reported null improvements in mental health.
- Despite interest in the use of evidence-based prevention programs by school districts, theory and research remain limited on how to move these programs into general practice with high-quality implementation (Elliott & Mihalic, 2004; Domitrovich & Greenberg, 2000; Schoenwald & Hoagwood, 2001).
- Prior to turning to the present study, we first consider what is known from previous reviews of MBI with youth and in schools.
Absence of core components, poorly delivered core components, or negative adaptations all have the potential to reduce the intervention impact. This was in comparison with information-only programs that involved didactic delivery methods, or programs that consisted primarily of recreational activities, tutoring, or mentoring. Interventions are strategies or innovations linked by a causal mechanism to specified, intended outcomes (Chen, 1998, 2003). The multilevel framework takes into consideration the influences of macro-level factors (for example federal, state, and district policies), school-level factors, and individual-level factors. Children and adolescents spend a considerable amount of time at school, making it an ideal setting for prevention efforts (Kaftarian et al, 2004). School social workers provide services to meet the unique and diverse needs of every individual they encounter in culturally sensitive, equity-focused, and trauma-informed ways.
Early studies showed promising results in decreasing anxiety, fatigue, depressive symptoms, stress-related issues, and disorders for various conditions (Bei et al., 2013; Fjorback et al., 2011; Grossman et al., 2004; Piet & Hougaard, 2011; Piet et al., 2012). For example, time for practices is shorter; they incorporate multiple sensory modalities into activities, and rely on simplified metaphors to communicate difficult concepts; and there is more time for explaining key concepts (Burke, 2010; Felver et al., 2013). In addition, MBSIs are offered in a variety of formats (i.e., delivered by the research team or teacher, as multi-session programs or brief single-session workshops, with a variety of activities and exercises included), which previous reviews have shown to impact the effectiveness of MBSIs (Bender et al., 2018; Carsley et al., 2018; Schonert-Reichl & Roeser, 2016; Semple et al., 2017). Furthermore, the nonjudgmental awareness in mindfulness may facilitate a healthy engagement with emotions, allowing individuals to experience and express their emotions without under-engagement (e.g., experiential avoidance and thought suppression) or over-engagement (e.g., worry and rumination; Hayes & Feldman, 2004; Ivanovski & Malhi, 2007). These practices are intended to foster purposeful focused attention, coupled with a nonjudgmental attitude toward moment-to-moment experience (Kabat‐Zinn, 2003).