Positive Mental Health Strategies Impact on Students with Emotional Disturbances' Attention to Task

Autor/inn/en	Spires, Leslie; Davis-Cheshire, Rhonda
Titel	Positive Mental Health Strategies Impact on Students with Emotional Disturbances' Attention to Task
Quelle	In: Journal of Occupational Therapy, Schools & Early Intervention, 15 (2022) 2, S.131-147 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1243
DOI	10.1080/19411243.2021.1934236
Schlagwörter	Mental Health; Emotional Disturbances; Attention; Metacognition; Males; Students with Disabilities; Intervention; Occupational Therapy; Coping; Special Schools; Grade 5; Program Effectiveness + Suchen Sie Ihr Suchwort? Psychohygiene; Gefühlsstörung; Aufmerksamkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Male; Männliches Geschlecht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Beschäftigungstherapie; Bewältigung; Special school; Sonderschule; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	An AB single-case experimental design was used to assess the effectiveness of the mental health strategies of mindfulness, specifically guided imagery and yoga, on attention to task in five boys identified with emotional disturbance (ED). Repeated measures were taken during both the baseline and intervention phases. A data collection log was used to track attention to task for 15-minute periods after intervention as students went about their typical routine. The guided imagery intervention participant results were mixed, while the yoga intervention results indicated a mean increase in time on task for all participants. These results support school-based occupational therapists embedding appropriate mental health strategies into the classroom routine of students with ED to expose them to coping skills that will support their attention to task to increase their overall occupational participation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01