Spring 2017

Document Type

Master's Thesis (Open Access)

Degree Name

Master of Arts (M.A.)


Teacher Education


Negative behaviors impede the learning of one’s self as well as others. They also decrease positive social interactions with peers and adults. Students who are in SDC often have higher occurrences of problematic internalizing and externalizing behaviors. Recent research regarding mindfulness and general education yields limited yet promising results in the enhancement of attending and self-regulating. The purpose of this study was to examine if direct mindfulness lessons with fifth-grade special day class (SDC) students decreases negative behaviors. Two fifth-grade students in a SDC participated in a six-week single subject A-B-C-B/C study to determine the effects of a mindfulness intervention to decrease negative behaviors. The hypothesis was rejected due to a lack of stable data and non-overlapping data above 50%. Therefore there was not a functional relationship between the mindfulness intervention and decreasing negative behaviors. Further research involving a longer study, more frequent lessons in mindfulness, and a larger population of students in SDC would need to take place to provide substantial support for the positive impacts of mindfulness for students in SDC.