A systematic review of mindfulness intervention for individuals with developmental disabilities: Long-term practice and long lasting effects

Journal article


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
AuthorsHwang, Yoon-Suk and Kearney, Patrick
Abstract

Can individuals with developmental disabilities learn mindfulness? If so, with what result? A systematic literature review identified 12 studies that taught mindfulness practice to individuals with mild to severe developmental disabilities, demonstrating that mindfulness intervention could significantly reduce the behavioural and/or psychological problems of this population. The majority of these mindfulness intervention studies were longitudinal, featuring long intervention periods and long lasting intervention effects. This paper analyses the characteristics and objectives of mindfulness interventions, along with their effects, focusing on the adjustments made to intervention content and instruction strategies to meet the specific requirements of individuals with developmental disabilities. The potential for improving mindfulness interventions for people with developmental disabilities is also discussed.

KeywordsMindfulness; Aggression; Self-management; Intervention; Developmental disabilities; Autism spectrum disorders; Intellectual disabilities
Year2013
JournalResearch in Developmental Disabilities
Journal citation34 (1), pp. 314 - 326
PublisherPergamon Press Ltd.
ISSN0891-4222
Digital Object Identifier (DOI)https://doi.org/10.1016/j.ridd.2012.08.008
Scopus EID2-s2.0-84866154386
Page range314 - 326
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationUnited States
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