All ETDs from UAB

Advisory Committee Chair

Robin P Ennis

Advisory Committee Members

Lois M Christensen

Kelly Hill

Jennifer Kilgo

Despina Stavrinos

Document Type


Date of Award


Degree Name by School

Doctor of Philosophy (PhD) School of Education


This study examined the effects of a mindfulness-based intervention on the presence of disruptive behavior in children with autism spectrum disorder in the early childhood inclusion classroom. Students with emotional dysregulation are not equipped with the ability to manage their own behavior. This often leads to major disruptions in the general education setting, interfering with the student’s learning and the learning of others. An ABAB single-case research design was conducted on four students with autism between the ages of five and eight to determine the effects of a mindfulness-based intervention on their disruptive behavior patterns. The researcher adapted a mindfulness-based intervention comprised of structured breathing, mindful movement activities, and statements of positive affirmation for use during this six-week study. Data were collected in the classroom after participating in the intervention and during baseline phases to determine if there is a causal relationship between the intervention and disruptive behavior. Using visual analysis, the researcher concluded that there is a functional relation between participation in a mindfulness-based intervention and the rate of disruptive behavior.

Included in

Education Commons



To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.