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Mindfulness, Meditation, and
Movement for Children with
ExceptionalitiesJaclyn Bauer and Penny Dell
OutcomesParticipants will learn:❖ What mindfulness looks like in the
classroom❖ How mindfulness benefits children❖ Some basic strategies for
implementing mindfulness❖ DEC Recommended Practices/best
practices that align with mindfulness activities?
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Agenda❖ Introductions❖ Story❖ Research❖ General Strategies❖ Specific Activities❖ Scaffolding ❖ Resources❖ Meditation❖ Questions/Discussion
IntroductionsWho are we?
Who is in the audience?
Who already has some experience implementing mindfulness into their classroom or program?
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One Child’s Story
5
What comes to mind when you think of mindfulness?
6
What is Mindfulness and Meditation?❖ “A self-regulatory method for
strengthening attentional processes”3
❖ “Deliberate breathing, movement, and meditation” 4
❖ “Paying attention to the present moment” 7
WhatDoes the Research
Say?8
Population❖ Typically developing youth❖ ADHD❖ Anxiety❖ Stress❖ Elementary school - teenagers
How does mindfulness affect coping and executive functioning skills?
Mindfulness and Coping Strategies
❖ Mindfulness and meditation training can aid in managing anxiety, depression, and behavioral problems in children 15
❖ Mindfulness can be a preventative measure to decrease stress 8
Mindfulness and Coping Strategies Cont.❖ Reduce negative self-talk 16
❖ Reductions in “irritable behavior... lethargy... social withdrawal... hyperactivity... noncompliance” 10
❖ Improved behavior 11
Mindfulness andExecutive Functioning❖ Mindfulness training improved
“selective attention… and social skills”5
❖ Children had increased self regulation after mindfulness activities 4
❖ Use of make believe can enhance executive functioning skills by creating “psychological distance” 2
❖ Tool to help develop focus and impulse control
❖ Deep breathing supports relaxation and speech
❖ Gross motor skills, fine motor skills, motor planning skills
❖ Build muscle
Other Benefits
Linder, T. (2008). Transdisciplinary Play-based Intervention, 2nd Edition. Baltimore, MD: Brookes.
DEC Recommended PracticesE 6 – Practitioners create environments that provide opportunities formovement and regular physical activity to maintain or improve fitness, wellness, and development across domains.
DEC Recommended PracticesF 7 – Practitioners work with families to identify, access, and use formal and informal resources and supports to achieve family-identified outcomes or goals.
DEC Recommended PracticesINS 4 - Practitioners plan for and providethe level of support, accommodations, and adaptations needed for the child to access, participate, and learn within and across activities and routines.
INS 5 – Practitioners embed instructionwithin and across routines, activities, and environments to provide contextually relevant learning opportunities.
DEC Recommended PracticesNS 9 – Practitioners use functional assessment and related prevention, promotion, and intervention strategiesacross environments to prevent and and address challenging behavior..
DEC Recommended PracticesINT 4 – Practitioners promote the child’s cognitive development by observing, interpreting, and responding intentionally to the child's exploration, play, and social activity by joining in and expanding on the child's focus, actions, and intent.
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Strategies for Implementing Mindfulness,
Meditation, and Movement
❖ Make it a game❖ Embed it into natural routines❖ Practice during calm moments❖ Give choices❖ Adapt your plan❖ Visual Schedule❖ Build in goals and objectives❖ Use a video as your teacher
How to Scaffold for Children of All Abilities
Foundational Option❖ Greater strength in receptive
language❖ Working on expressive language,
gross motor, and motor imitation skills
Expanded Option❖ Strengths in expressive, receptive,
motor imitation, and gross motor skills
❖ Working on expanding language and academic skills
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Mindfulness Activities
Listening Foundational Option:❖ Make a sound Expanded Option:❖ Make it a listening game
ListeningSkills Targeted❖ Building attention ❖ Listening skills❖ Motor skills ❖ Waiting❖ Flexibility ❖ Social skills❖ Sharing❖ Building routine
BreathingFoundational Option❖ Using something that allows the
breath to be visibleExpanded Option❖ More abstract, metaphorical
thinking
Breathing
Skills Targeted❖ Regulating and
calming❖ Speech❖ Building routine
MovementFoundational Option❖ Work on simple movementsExpanded Option❖ String together movements
around a theme you are studying
MovementSkills Targeted❖ Build strength❖ Learning opportunities❖ Physical exercise ❖ Cognitive and physical
flexibility❖ Building routine
GamesFoundational Option❖ Play simple games that
target a specific skillExpanded Option❖ Play a game that involves
your theme
GamesSkills Targeted❖ Self regulation ❖ Motor planning❖ Whatever you want to
target
Partner PosesFoundational Option❖ Do one single, simple pose and stick
with itExpanded Option:❖ Encourage conversation, switching
partners
Partner Poses
Skills Targeted❖ Trust building❖ Social interaction❖ Flexibility ❖ Kindness
MeditationFoundational Option❖ Use objectsExpanded Option❖ Utilize a visualization
Meditation
Skills Targeted❖ Building attention❖ Training focus❖ Building routine
Art ActivityFoundational Option:❖ Just don’t do itExpanded Option:❖ Do an art activity that
relates to your meditation or theme
Art ActivitySkills Targeted❖ Reflection❖ Sharing❖ Making connections❖ Building routine
Using Self-AffirmationsFoundational Option❖ Model languageExpanded Option❖ Have students use a self-
affirming phrase
Skills Targeted❖ Positive self talk❖ Building routine
Discussion
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Indicators of High Quality Inclusion❖ Predictable & comprensible routines❖ Use of EBP❖ Full utilization of peers❖ Meaningful ways to participate in activities❖ Modification of activities
HeadSpaceInsight Timer
Do I Need a Personal Yoga or
Meditation Practice?Yes. No.
Resources
❖ Global Family Yoga❖ Radiant Beginnings❖ Yoga for the Special Child by Sonia
Sumar❖ Spinning Inward by Maureen Murdock❖ Yoga Pretzels by Leah Kalish and Tara
Guber
Resources
❖ Yoga Therapy for Children with Autism and Special Needs by Louise Goldberg
❖ Chill Children: Guided Relaxation by Global Family Yoga
❖ Breathe, Chill: A Handy Book of Games and Techniques Introducing Breathing, Meditation and Relaxation to Kids and Teens by Lisa Roberts
Let’s try it!
References1. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-5. (Fifth ed.).
Retrieved from http://dsm.psychiatryonline.org.du.idm.oclc.org/doi/full/10.1176/appi.books.9780890425596.dsm012. Carlson, S. M. (2016, May 30). The Batman Effect: what my research shows about pretend play and executive functioning.3. Cassone, A. R. (2015). Mindfulness training as an adjunct to evidence-based treatment for ADHD within families. Journal
of Attention Disorders, 19(2), 147-157. doi:10.1177/10870547134884384. Erwin, E. J., Robinson, K. A., Mcgrath, G. S., & Harney, C. J. (2017). “It’s like breathing in blue skies and breathing out
stormy clouds”. Young Exceptional Children, 20(2), 69-85.5. Flook, L., Smalley, S., Kitil, J., Galla, B., Kaiser-Greenland, S., Locke, J., Kasari, C. (2010). Effects of mindful awareness
practices on executive functions in elementary school children. Journal of Applied School Psychology, 26(1), 70-95.6. Gapin, & Etnier. (2010). The relationship between physical activity and executive function performance in children with
attention-deficit hyperactivity disorder. Journal of Sport & Exercise Psychology, 32(6), 753-763.7. Jha, A., Krompinger, P., & Baime, J. (2007). Mindfulness training modifies subsystems of attention. Cognitive, Affective, &
Behavioral Neuroscience, 7(2), 109-119.8. Jellesma, F., & Cornelis, J. (2012). Mind Magic: a pilot study of preventive mind-body-based stress reduction in
behaviorally inhibited and activated children. Journal of Holistic Nursing, 30(1), 55-62.9. Jensen, P., & Kenny, D. (2004). The effects of yoga on the attention and behavior of boys with attention-
deficit/hyperactivity disorder (ADHD). Journal of Attention Disorders, 7(4), 205-216.
10. Koenig, K., Buckley-Reen, A., & Garg, S. (2012). Efficacy of the Get Ready to Learn Yoga program among children with autism spectrum disorders: a pretest-posttest control group design. The American Journal of Occupational Therapy, 66(5), 538-46.
11. Napoli, M., Krech, P., & Holley, L. (2005). Mindfulness training for elementary school students: the attention academy. Journal of Applied School Psychology, 21(1), 99-125.
12. Peck, H., Kehle, T., Bray, M., & Theodore, L. (2005). Yoga as an intervention for children with attention problems. School Psychology Review, 34(3), 415-424.
13. Rempel, K. (2012). Mindfulness for children and youth: a review of the literature with an argument for school-based implementation. Canadian Journal of Counselling and Psychotherapy, 46(3), 201-220.
14. Rosenblatt, L., Gorantla, S., Torres, J., Yarmush, R., Rao, S., Park, E., . . . Levine, J. (2011). Relaxation response–based yoga improves functioning in young children with autism: a pilot study. The Journal of Alternative and Complementary Medicine, 17(11), 129-1035.
15. Semple, R., Reid, E., & Miller, L. (2005). Treating anxiety with mindfulness: an open trial of mindfulness training for anxious children. Journal of Cognitive Psychotherapy,19(4), 379-392.
16. Semple, R., Lee, J., Rosa, D., & Miller, L. (2010). A randomized trial of mindfulness-based cognitive therapy for children: promoting mindful attention to enhance social-emotional resiliency in children. Journal of Child and Family Studies,19(2), 218-229.
17. Singh, S., Soamya, & Ramnath. (2016). Effects of mindfulness therapy in managing aggression and conduct problem of adolescents with ADHD symptoms. Indian Journal Of Health & Wellbeing, 7(5), 483-487.
18. Zipkin, D. (1985). Relaxation techniques for handicapped children: a review of literature. Journal of Special Education,19(3), 283-289.
References Cont.
Questions?
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