MindUP showed promise in effectively increasing elementary school students’ passive on-task behaviors and decreasing non-disruptive off-task behaviors. No significant changes in disruptive off-task behaviors were found. However, contrary to the hypothesis, active on-task behaviors decreased during the intervention and follow-up phases. Visual analysis, percentage of non-overlapping data analysis, and multilevel analysis were conducted to examine treatment effects.Īnalyses results consistently showed changes in passive on-task behaviors and non-disruptive off-task behaviors in the expected direction-an increase in passive on-task behaviors and a decrease in non-disruptive off-task behaviors. Treatment outcomes included positive classroom behaviors (active on-task behaviors and passive on-task behaviors) and negative classroom behaviors (disruptive off-task behaviors and non-disruptive off-task behaviors). Primary data collection was conducted through direct behavioral observation of 11 5th-grade students in their natural classroom environment. This study used a single-case design (A-B design). Study hypotheses are: after receiving the intervention, students will demonstrate (a) more frequent positive classroom behaviors including both active and passive on-task behaviors, and (b) less frequent negative classroom behaviors including both disruptive off-task behaviors and non-disruptive off-task behaviors.

The purpose of this pilot study is to examine whether MindUP can effectively improve the classroom conduct of students with behavioral challenges in general education classrooms. MindUP is a mindfulness-based social-emotional learning program designed for implementation by teachers in school settings.

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