Using Mindfulness Interventions to Increase Parental Engagement During Play becomes clinically important the moment a team has to turn good intentions into reliable action inside caregiver coaching, home routines, team meetings, and values-sensitive decision making. In Using Mindfulness Interventions to Increase Parental Engagement, for this course, the practical stakes show up in better alignment between intervention and the family context in which it must survive, not in abstract discussion alone.
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Join Free →Mindfulness interventions have been conceptualized in the Western culture by Jon Kabat-Zinn since the early 1980s to treat patients with chronic pain and anxiety disorders. Over the course of the years, the introduction of mindfulness skills in behavior analytic research has paved the way for a manualized intervention to be incorporated into parent training and reduce interfering behaviors. A crucial component of parent training is the quality of play between the parent and child. The American Academy of Pediatrics has found that playtime can lead to an increase in a child's cognitive and social skills. This study aimed to assess the effects of brief mindfulness interventions on increasing parent-child interactions during a play session. The results demonstrated an increase in parents facilitating the play session, the child involving the parent in play, and both engaging in higher rates of positive affect matching. Parents reported an increase in their competency skills and across the five facets of mindfulness. All parents also reported an increase in the duration of playtime with their children post-intervention. The social significance of these results may be generalized to other populations to promote an increase in mindfulness and play skills.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 2 | General |
| COA | 2 | — |
I am a compassionate, culturally diverse practitioner, my passion to teach children started from a young age. I have held various positions throughout my career including paraprofessional, classroom teacher, director, and consultant. My undergraduate degree is in special education with an emphasis on teaching children with autism, behavioral disorders, learning challenges and other medical conditions. My masters and doctorate are in the field of applied behavior analysis. I currently own Neurodiversity of Northeast which provides school-based consultation in both private and public sectors. I am also an adjunct professor for a masters program in behavior analysis. I hope to continue providing ethical, equitable, trauma-informed and culturally responsive treatment to all individuals with divergent needs.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
279 research articles with practitioner takeaways
258 research articles with practitioner takeaways
252 research articles with practitioner takeaways
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.