Special Education M.A.

Number of Pages


Year Approved


First Advisor

Strand, Charles

Second Reader

Jan Mrozinski


Mindfulness-informed interventions have gained greater popularity as interventions for schools for a variety of purposes. There has been an increase in research regarding the effect of these practices on students. Adolescent students with intellectual disabilities have also been the subject of research on the effects of mindfulness-informed practices. It is the goal of this thesis to address the effect of mindfulness-informed interventions on adolescents with intellectual disabilities. The research further seeks to determine whether these practices are effective for increasing positive school behaviors for these students, specifically: on-task behavior, emotional regulation, decreased aggression, decreased verbal outbursts, and increased academic performance. Several studies are reviewed that address mindfulness-informed interventions on these school behaviors. Additionally, an application of the research is provided to give special education teachers a starting point for implementing these mindfulness-informed interventions.

Degree Name

Special Education M.A.

Document Type

Masterʼs thesis