A component analysis of the Mindfulness-Based Positive Behavior Support (MBPBS) Program for mindful parenting by mothers of children with Autism Spectrum Disorder

Journal article


Singh, Nirbhay N., Lancioni, Giulio E., Medvedev, Oleg N., Hwang, Yoon-Suk and Myers, Rachel E.. (2020) A component analysis of the Mindfulness-Based Positive Behavior Support (MBPBS) Program for mindful parenting by mothers of children with Autism Spectrum Disorder. Mindfulness. https://doi.org/10.1007/s12671-020-01376-9
AuthorsSingh, Nirbhay N., Lancioni, Giulio E., Medvedev, Oleg N., Hwang, Yoon-Suk and Myers, Rachel E.
Abstract

Objectives: Mindfulness-Based Positive Behavior Support (MBPBS) has been shown to be effective in reducing stress and burnout in parents and professional caregivers of children and adolescents with intellectual and developmental disabilities (IDD) and autism spectrum disorder (ASD). The aim of this study was to assess the comparative effects of the mindfulness (MB) and positive behavior support (PBS) components against the MBPBS program for mindful parenting. Methods: The study utilized a three-arm randomized controlled trial design, with a 10-week pre-treatment control condition, 30 weeks of intervention, and 3 years of post-intervention follow-up. Mothers of children with ASD were randomly assigned to the MB, PBS, and MBPBS conditions and provided 3 days of training specific to each condition. The effects of these programs were assessed on the mothers (i.e., training attendance, meditation time, perceived psychological stress) and spillover effects were assessed on their children with ASD (i.e., aggression, disruptive behavior, compliance with mothers’ requests). Results: Mothers in the MBPBS condition reported greater reductions in perceived psychological stress, followed by those in the MB condition, and with no significant changes reported by those in the PBS condition. Reduction in the children’s aggression and disruptive behavior followed a similar pattern, with most to least significant reductions being in MBPBS, MB, and PBS condition, respectively. Significant increases in compliance (i.e., responsiveness to mothers’ requests) were largest in the MBPBS condition, followed by MB, and then PBS. Changes across all variables for both mothers and their children were maintained for 3 years post-intervention. After time and training type were controlled for, meditation time was a significant predictor in reducing aggressive and disruptive behaviors, and in enhancing compliance of the children with mothers’ requests. Conclusions: Positive outcomes for mothers and their children with ASD were significantly greater in the MBPBS condition, followed by the MB condition, and least in the PBS condition. MBPBS appears to be an effective mindful parenting program on the assessed variables.

KeywordsMBPBS; mindfulness; perceived stress; aggressive behaviors; disruptive behaviors; challenging behaviors; compliance
Year2020
JournalMindfulness
PublisherSpringer
ISSN1868-8527
Digital Object Identifier (DOI)https://doi.org/10.1007/s12671-020-01376-9
Scopus EID2-s2.0-85084436301
Page range1 - 13
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Place of publicationUnited States of America
Permalink -

https://acuresearchbank.acu.edu.au/item/891z2/a-component-analysis-of-the-mindfulness-based-positive-behavior-support-mbpbs-program-for-mindful-parenting-by-mothers-of-children-with-autism-spectrum-disorder

Restricted files

Publisher's version

  • 6
    total views
  • 0
    total downloads
  • 0
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Behavioural support in the Republic of Korea
Hwang, Yoon-Suk, Ku, Jeong-Ah, Song, Mi-Jin and Noh, Jae-Eun. (2019) Behavioural support in the Republic of Korea. In In F. Bryer and W. Beamish (Ed.). Behavioural Support for Students with Special Educational Needs: Trends Across the Asia-Pacific Region pp. 127 - 139 Springer Nature. https://doi.org/10.1007/978-981-13-7177-6
A systematic review of mindfulness-based school interventions with early adolescents
McKeering, Phillipa and Hwang, Yoon-Suk. (2019) A systematic review of mindfulness-based school interventions with early adolescents. Mindfulness. 10(4), pp. 593 - 610. https://doi.org/10.1007/s12671-018-0998-9
Teachers' ratings of social skills and problem behaviors as concurrent predictors of students' bullying behavior
Elliott, Stephen N., Hwang, Yoon-Suk and Wang, Jin. (2019) Teachers' ratings of social skills and problem behaviors as concurrent predictors of students' bullying behavior. Journal of Applied Developmental Psychology. 60, pp. 119 - 126. https://doi.org/10.1016/j.appdev.2018.12.005
How are students on the autism spectrum affected by bullying? Perspectives of students and parents
Ashburner, Jill, Saggers, Beth, Campbell, Marilyn, Dillon-Wallace, Julie, Hwang, Yoon-Suk, Carrington, Suzanne and Bobir, Natasha. (2019) How are students on the autism spectrum affected by bullying? Perspectives of students and parents. The Journal of Research in Special Educational Needs. 19(1), pp. 27 - 44. https://doi.org/10.1111/1471-3802.12421
The role of dispositional mindfulness and self-compassion in educator stress
Hwang, Yoon-Suk, Medvedev, Oleg N., Krägeloh, Chris, Hand, Kirstine Alicia, Noh, Jae-Eun and Singh, Nirbhay N.. (2019) The role of dispositional mindfulness and self-compassion in educator stress. Mindfulness. 10(8), pp. 1692 - 1702. https://doi.org/10.1007/s12671-019-01183-x
Effects of mindfulness-based positive behavior support (MBPBS) training are equally beneficial for mothers and their children with autism spectrum disorder or with intellectual disabilities
Singh, Nirbhay N., Lancioni, Giulio E., Karazsia, Bryan T., Myers, Rachel E., Hwang, Yoon-Suk and Analayo, Bhikkhu. (2019) Effects of mindfulness-based positive behavior support (MBPBS) training are equally beneficial for mothers and their children with autism spectrum disorder or with intellectual disabilities. Frontiers in Psychology. 10, pp. 1 - 13. https://doi.org/10.3389/fpsyg.2019.00385
Mindfulness-based intervention for educators: Effects of a school-based cluster randomized controlled study
Hwang, Yoon-Suk, Goldstein, Harvey, Medvedev, Oleg N., Singh, Nirbhay N., Noh, Jae-Eun and Hand, Kirstine Alicia. (2019) Mindfulness-based intervention for educators: Effects of a school-based cluster randomized controlled study. Mindfulness. 10(7), pp. 1417 - 1436. https://doi.org/10.1007/s12671-019-01147-1
Effects of a mindfulness-based program for teachers on teacher wellbeing and person-centered teaching practices
Hwang, Yoon-Suk, Noh, Jae-Eun, Medvedev, Oleg N. and Singh, Nirbhay N.. (2019) Effects of a mindfulness-based program for teachers on teacher wellbeing and person-centered teaching practices. Mindfulness. 10(11), pp. 2385 - 2402. https://doi.org/10.1007/s12671-019-01236-1
Meditation on the soles of the feet practice provides some control of aggression for individuals with Alzheimer’s disease
Singh, Nirbhay N., Lancioni, Giulio E., Medvedev, Oleg N., Sreenivas, Shubha, Myers, Rachel E. and Hwang, Yoon-Suk. (2019) Meditation on the soles of the feet practice provides some control of aggression for individuals with Alzheimer’s disease. Mindfulness. 10(7), pp. 1232 - 1242. https://doi.org/10.1007/s12671-018-1075-0
Evaluating short versions of the five facet mindfulness questionnaire using rasch analysis
Medvedev, Oleg N., Titkova, Elena A., Siegert, Richard J., Hwang, Yoon-Suk and Krägeloh, Christian U.. (2018) Evaluating short versions of the five facet mindfulness questionnaire using rasch analysis. Mindfulness. 9(5), pp. 1411 - 1422. https://doi.org/10.1007/s12671-017-0881-0
Dharma and diversity
Kearney, Patrick and Hwang, Yoon-Suk. (2018) Dharma and diversity. In In S. Stanley, R. E. Purser and N. N. Singh (Ed.). Handbook of ethical foundations of mindfulness pp. 285 - 303 Springer International Publishing. https://doi.org/10.1007/978-3-319-76538-9_15
How students with autism spectrum conditions understand traditional bullying and cyberbullying
Hwang, Yoon-Suk, Dillon-Wallace, Julie, Campbell, Marilyn, Ashburner, Jill, Saggers, Beth, Carrington, Suzanne and Hand, Kirstine A.. (2018) How students with autism spectrum conditions understand traditional bullying and cyberbullying. International Journal of Inclusive Education. 22(4), pp. 391 - 408. https://doi.org/10.1080/13603116.2017.1370736
Recommendations of school students with autism spectrum disorder and their parents in regard to bullying and cyberbullying prevention and intervention
Carrington, Suzanne, Campbell, Marilyn, Saggers, Beth, Ashburner, Jill, Vicig, Fiona, Dillon-Wallace, Julie and Hwang, Yoon-Suk. (2017) Recommendations of school students with autism spectrum disorder and their parents in regard to bullying and cyberbullying prevention and intervention. International Journal of Inclusive Education. 21(10), pp. 1045 - 1064. https://doi.org/10.1080/13603116.2017.1331381
Mindfulness: an application of positive psychology in intellectual and developmental disabilities
Singh, Nirbhay N., Lancioni, Giulio E., Hwang, Yoon-Suk, Chan, Jeffrey, Shogren, Karrie A. and Wehmeyer, Michael. (2017) Mindfulness: an application of positive psychology in intellectual and developmental disabilities. In In K. A. Shogren, M. L. Wehmeyer and N. N. Singh (Ed.). Handbook of Positive Psychology in Intellectual and Developmental Disabilities pp. 65 - 79 Springer International Publishing. https://doi.org/10.1007/978-3-319-59066-0_6
Bullying prevalence in students with autism spectrum disorder*
Campbell, Marilyn, Hwang, Yoon-Suk, Whiteford, Chrystal, Dillon-Wallace, Julie, Ashburner, Jill, Saggers, Beth and Carrington, Suzanne. (2017) Bullying prevalence in students with autism spectrum disorder*. Australasian Journal of Special Education. 41(2), pp. 101 - 122. https://doi.org/10.1017/jse.2017.5
A systematic review of mindfulness interventions for in-service teachers: A tool to enhance teacher wellbeing and performance
Hwang, Yoon-Suk, Bartlett, Brendan, Greben, Melissa and Hand, Kirstine Alicia. (2017) A systematic review of mindfulness interventions for in-service teachers: A tool to enhance teacher wellbeing and performance. Teaching and Teacher Education. 64, pp. 26 - 42. https://doi.org/10.1016/j.tate.2017.01.015
Understandings and experiences of bullying: impact on students on the autism spectrum*
Saggers, Beth, Campbell, Marilyn, Dillon-Wallace, Julie, Ashburner, Jill, Hwang, Yoon-Suk, Carrington, Suzanne and Tones, Megan. (2017) Understandings and experiences of bullying: impact on students on the autism spectrum*. Australasian Journal of Special Education. 41(2), pp. 123 - 140. https://doi.org/10.1017/jse.2017.6
Mindfulness
Hwang, Yoon-Suk and Singh, Nirbhay N.. (2016) Mindfulness. In In N. N. Singh (Ed.). Handbook of evidence-based practices in intellectual and developmental disabilities pp. 311 - 346 Springer International Publishing. https://doi.org/10.1007/978-3-319-26583-4_12
Cultivating mind : Mindfulness interventions for children with Autism Spectrum Disorder and problem behaviours, and their mothers
Hwang, Yoon-Suk, Kearney, Patrick, Klieve, Helen, Lang, Wayne and Jacqueline, Roberts. (2015) Cultivating mind : Mindfulness interventions for children with Autism Spectrum Disorder and problem behaviours, and their mothers. Journal of Child and Family Studies. 24(10), pp. 3093 - 3106. https://doi.org/10.1007/s10826-015-0114-x
A Mindfulness Intervention for Children with Autism Spectrum Disorder: New Directions in Research and Practice
Hwang, Yoon-Suk. In N.N.Singh (Ed.). (2015) A Mindfulness Intervention for Children with Autism Spectrum Disorder: New Directions in Research and Practice Springer. https://doi.org/10.1007/978-3-319-18962-8
Experience, recursive awareness and understanding in autism spectrum disorders: Insights of parents and teachers in Singapore
Hwang, Yoon-Suk, Klieve, Helen Margaret, Kearney, Patrick and Saggers, Beth. (2015) Experience, recursive awareness and understanding in autism spectrum disorders: Insights of parents and teachers in Singapore. Asia Pacific Journal of Education. 35(4), pp. 453 - 470. https://doi.org/10.1080/02188791.2013.860013
Miss mum': Mind and affective experience of Korean learners identified with autism spectrum and cognitive difficulties
Hwang, Yoon-Suk. (2014) Miss mum': Mind and affective experience of Korean learners identified with autism spectrum and cognitive difficulties. Disability and Society. 29(10), pp. 1583 - 1600. https://doi.org/10.1080/09687599.2014.958434
Mindful and mutual care for individuals with developmental disabilities: A systematic literature review
Hwang, Yoon-Suk and Kearney, Patrick. (2014) Mindful and mutual care for individuals with developmental disabilities: A systematic literature review. Journal of Child and Family Studies. 23(3), pp. 497 - 509. https://doi.org/10.1007/s10826-012-9707-9
A systematic review of mindfulness intervention for individuals with developmental disabilities: Long-term practice and long lasting effects
Hwang, Yoon-Suk and Kearney, Patrick. (2013) A systematic review of mindfulness intervention for individuals with developmental disabilities: Long-term practice and long lasting effects. Research in Developmental Disabilities. 34(1), pp. 314 - 326. https://doi.org/10.1016/j.ridd.2012.08.008
Seeing both wood and trees: a theory-of-mind spectrum emerges from the conversations with students identified with autism spectrum disorders and intellectual difficulties
Hwang, Yoon-Suk. (2013) Seeing both wood and trees: a theory-of-mind spectrum emerges from the conversations with students identified with autism spectrum disorders and intellectual difficulties. Journal of the Korean Association for Persons with Autism. 13(3), pp. 117 - 141.
Attitudes towards inclusion: Gaps between belief and practice
Hwang, Yoon-Suk and Evans, David. (2011) Attitudes towards inclusion: Gaps between belief and practice. International Journal of Special Education. 26(1), pp. 136 - 146.
Your voice counts: Listening to the voice of high school students with autism spectrum disorder
Saggers, Beth, Hwang, Yoon-Suk and Mercer, Kay. (2011) Your voice counts: Listening to the voice of high school students with autism spectrum disorder. Australasian Journal of Special Education. 35(2), pp. 173 - 190. https://doi.org/10.1375/ajse.35.2.173
Theory-of-Mind Continuum Model: Why mind matters in philosophy, psychology and education
Hwang, Yoon-Suk, Evans, David and Mackenzie, Jim. (2007) Theory-of-Mind Continuum Model: Why mind matters in philosophy, psychology and education. The International Journal of Interdisciplinary Social Sciences. 2(3), pp. 249 - 258.