Abstract
BackgroundMindfulness is hypothesized to lead to more realistic appraisals of the three basic psychological needs, which leads people to benefit from high levels of need satisfaction or helps them make the appropriate changes to improve need satisfaction. Mindfulness-based interventions (MBIs) have also shown promise to foster greater basic psychological need satisfaction in students with learning disabilities (LDs).ObjectiveThe goal of the present study was to evaluate the impact of a MBI on the satisfaction of the basic psychological needs and on internalized symptoms in students with severe LDs. A randomized cluster trial was implemented to compare the progression of need satisfaction, anxiety, and depression symptoms in participants pre- to post-intervention and at follow-up.MethodElementary school students with severe LDs (N = 23) in two special education classrooms took part in this study and were randomly attributed to either an experimental or an active control group.ResultsMixed ANOVAs first showed that the experimental condition did not moderate change over time such that similar effects were observed in the experimental and active control groups. Looking at main effects of time on participants’ scores of autonomy, competence, and relatedness across time, we found a significant within-person effect for the competence need (p = 0.02). Post hoc analyses showed that for both groups, competence scores were significantly higher at post-intervention (p = 0.03) and at follow-up (p = 0.04), when compared to pre-intervention scores. A significant main effect was also found for anxiety levels over time (p = 0.008). Post hoc analyses showed that for both groups, scores were significantly lower at post-intervention (p = 0.01) and at follow-up (p = 0.006), when compared to pre-intervention scores.ConclusionAlthough the MBI seemed useful in increasing the basic psychological need of competence and decreasing anxiety symptoms in students with severe LDs, it was not more useful than the active control intervention that was used in this project. Future studies should verify that MBIs have an added value compared to other types of interventions that can be more easily implemented in school-based settings.
Highlights
Students with learning disabilities (LDs) represent 13% of the total student population in the United States (Cortiella and Horowitz, 2014)
Research has shown that teachers tend to be more controlling with students who have severe LDs than with students with no identified disability, resulting in lower perceived competence and autonomy (Grolnick and Ryan, 1990)
Results from this study showed that, the Mindfulness-based interventions (MBIs) had a positive impact in reducing internalized and externalized symptoms in students with severe LDs, it was negatively related to need satisfaction (Malboeuf-Hurtubise et al, 2017b,c)
Summary
Students with learning disabilities (LDs) represent 13% of the total student population in the United States (Cortiella and Horowitz, 2014). Research has shown that teachers tend to be more controlling with students who have severe LDs than with students with no identified disability, resulting in lower perceived competence and autonomy (Grolnick and Ryan, 1990). Providing opportunities for self-determined skills instruction and learning has been suggested as a cornerstone of specialized education for students with severe LDs (Field et al, 2003). The positive effects of self-determined education can be seen later in life in students with severe LDs, as those with higher basic psychological need satisfaction secure higher-paying and more stable jobs (Wehmeyer and Schwartz, 1997). Mindfulness-based interventions (MBIs) have shown promise to foster greater basic psychological need satisfaction in students with learning disabilities (LDs)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
