A systematic review of mindfulness intervention for individuals with developmental disabilities: Long-term practice and long lasting effects

Journal article

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

Authors	Hwang, Yoon-Suk and Kearney, Patrick
Abstract	Can individuals with developmental disabilities learn mindfulness? If so, with what result? A systematic literature review identified 12 studies that taught mindfulness practice to individuals with mild to severe developmental disabilities, demonstrating that mindfulness intervention could significantly reduce the behavioural and/or psychological problems of this population. The majority of these mindfulness intervention studies were longitudinal, featuring long intervention periods and long lasting intervention effects. This paper analyses the characteristics and objectives of mindfulness interventions, along with their effects, focusing on the adjustments made to intervention content and instruction strategies to meet the specific requirements of individuals with developmental disabilities. The potential for improving mindfulness interventions for people with developmental disabilities is also discussed.
Keywords	Mindfulness; Aggression; Self-management; Intervention; Developmental disabilities; Autism spectrum disorders; Intellectual disabilities
Year	2013
Journal	Research in Developmental Disabilities
Journal citation	34 (1), pp. 314 - 326
Publisher	Pergamon Press Ltd.
ISSN	0891-4222
Digital Object Identifier (DOI)	https://doi.org/10.1016/j.ridd.2012.08.008
Scopus EID	2-s2.0-84866154386
Page range	314 - 326
Research Group	Institute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version	File Access Level Controlled
Place of publication	United States

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