Cultivating mind : Mindfulness interventions for children with Autism Spectrum Disorder and problem behaviours, and their mothers

Journal article


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
AuthorsHwang, Yoon-Suk, Kearney, Patrick, Klieve, Helen, Lang, Wayne and Jacqueline, Roberts
Abstract

Problem behaviours in children with Autism Spectrum Disorder (ASD) are a major source of parenting stress, as they restrict family capacity to maintain quality domestic and social life. It is therefore critical to support parents to manage the problem behaviours of their child with ASD. Recent mindfulness intervention studies have successfully addressed this issue. The current pilot study pursues this line of enquiry and extends the scope of mindfulness intervention by training parents to become a mindfulness teacher of their own child with ASD and problem behaviours, so together they can work on enhancing the quality of their domestic and social life. A total of six dyads of mothers (CA range 34–48 years) and children with ASD and problem behaviours (CA range 8–15 years) participated in a two-stage mindfulness intervention. Mothers attended an 8-week mindfulness program to attain fluency in the theory and practice of mindfulness meditation (Stage 1). Based on this fluency they then taught mindfulness activities to their child (Stage 2). This paper reports on the effects of the mindfulness intervention provided for mothers (Stage 1) and children (Stage 2) as demonstrated by the level of mindfulness, parenting stress, and family quality of life for mothers, and problem behaviours for children. The results highlight overall improvements in the targeted areas. Some benefits, issues, and challenges of mindfulness training for parents and their children with ASD are discussed.

Year2015
JournalJournal of Child and Family Studies
Journal citation24 (10), pp. 3093 - 3106
PublisherSpringer New York LLC
ISSN1062-1024
Digital Object Identifier (DOI)https://doi.org/10.1007/s10826-015-0114-x
Scopus EID2-s2.0-84941417743
Page range3093 - 3106
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationUnited States of America
Permalink -

https://acuresearchbank.acu.edu.au/item/8qxq9/cultivating-mind-mindfulness-interventions-for-children-with-autism-spectrum-disorder-and-problem-behaviours-and-their-mothers

Restricted files

Publisher's version

  • 52
    total views
  • 0
    total downloads
  • 3
    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

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