Top

Mindfulness

Gepubliceerd in:

17-01-2019 | ORIGINAL PAPER

Support for the Development and Use of the Child Observation of Mindfulness Measure (C-OMM)

Auteurs: Matthew E. Lemberger-Truelove, Kira J. Carbonneau, Almut K. Zieher, David J. Atencio

Gepubliceerd in: Mindfulness | Uitgave 7/2019

Abstract

Objective

We describe the Child Observation of Mindfulness Measure (C-OMM), a new instrument designed to assess young children’s outward expressions of self-regulated attention and orientation to experience.

Methods

Twenty-three 3- to 4-year-old children were assessed using the C-OMM. Using Generalizability theory, differentiated variances were examined across three settings (free play, teacher-directed activities, and meals), five dimensions (three for self-regulated attention and two for orientation to experience), and two components (summary scores for self-regulated attention and orientation to experience). A follow-up decision study was conducted to identify the number of raters needed and the number of observations per child required to achieve acceptable reliability.

Results

Results from the generalizability study indicate that the use of the C-OMM was moderately reliable (ϕ = .79 and .86, for self-regulated attention and orientation to experience, respectively) during teacher-directed activities only. The decision study indicated that future uses of the C-OMM require either a greater number of raters or a greater number of observations for acceptable reliability.

Conclusion

The C-OMM represents a more appropriate instrument for trained observers to assess children’s mindfulness related behaviors in certain educational settings given the limitations inherent to young children’s capacity to accurately self-report. Furthermore, as an observational measure of children’s mindfulness behaviors, the C-OMM might be more sensitive to multiple observations that therefore lends to the measurement of ongoing development over time.

vorige artikel Psychometric Properties of the Self-Compassion Scale (SCS) in an African American Clinical Sample

volgende artikel Mindfulness-Based Intervention for Educators: Effects of a School-Based Cluster Randomized Controlled Study

Achenbach, T. M. (1986). The direct observation form of the child behavior checklist (rev. ed.). Burlington: University of Vermont, Department of Psychiatry.

Anderson, P. (2002). Assessment and development of executive function (EF) during childhood. Child Neuropsychology, 8(2), 71–82.CrossRefPubMed

Best, J. R., & Miller, P. H. (2010). A developmental perspective on executive function. Child Development, 81(6), 1641–1660. https://doi.org/10.1111/j.1467-8624.2010.01499.x.CrossRefPubMedPubMedCentral

Bishop, S.R., Lau, M., Shapiro, S., Carlson, L., Anderson, N.D., Carmody, J., … Devins, G. (2004). Mindfulness: a proposed operational definition. Clinical Psychology: Science and Practice, 11(3), 230–241. doi:https://doi.org/10.1093/clipsy/bph077.

Brennan, R. L. (2001). Generalizability theory. New York: Springer-Verlag.CrossRef

Brennan, R. L. (2010). Generalizability theory and classical test theory. Applied Measurement in Education, 24(1), 1–21. https://doi.org/10.1080/08957347.2011.532417.CrossRef

Collaborative for Academic, Social, and Emotional Learning. (2012). 2013 CASEL guide effective social and emotional learning programs: preschool and elementary school edition. Chicago: Collaborative for Academic, Social, and Emotional Learning.

Cronbach, L. J., Gleser, G. C., Nanda, H., & Rajaratnam, N. (1972). The dependability of behavioral measurements. New York: Wiley.

Diamond, A. (2012). Activities and programs that improve children’s executive functions. Current Directions in Psychological Science, 21(5), 335–341. https://doi.org/10.1177/0963721412453722.CrossRefPubMedPubMedCentral

Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64(1), 135–168. https://doi.org/10.1146/annurev-psych-113011-143750.CrossRefPubMed

Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959–964. https://doi.org/10.1126/science.1204529.CrossRefPubMedPubMedCentral

Downer, J. T., Booren, L. M., Hamre, B., Pianta, R. C., & Williford, A. (2011). The Individualized Classroom Assessment Scoring (inCLASS). Unpublished technical manual. Charlottesville: Curry School of Education, University of Virginia.

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x.CrossRefPubMed

Felver, J. C., Celis-de Hoyos, C. E., Tezanos, K., & Singh, N. N. (2016). A systematic review of mindfulness-based interventions for youth in school settings. Mindfulness, 7(1), 34–45. https://doi.org/10.1007/s12671-015-0389-4.CrossRef

Felver, J. C., Tipsord, J. M., Morris, M. J., Racer, K. H., & Dishion, T. J. (2017). The effects of mindfulness-based intervention on children’s attention regulation. Journal of Attention Disorders, 21(10), 872–881.CrossRefPubMed

Flook, L., Goldberg, S. B., Pinger, L., & Davidson, R. J. (2015). Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum. Developmental Psychology, 51(1), 44–51. https://doi.org/10.1037/a0038256.CrossRefPubMed

Goodman, M. S., Madni, L. A., & Semple, R. J. (2017). Measuring mindfulness in youth: review of current assessments, challenges, and future directions. Mindfulness, 8(6), 1409–1420. https://doi.org/10.1007/s12671-017-0719-9.CrossRef

Greco, L. A., Baer, R. A., & Smith, G. T. (2011). Assessing mindfulness in children and adolescents: Development and validation of the child and adolescent mindfulness measure (CAMM). Psychological Assessment, 23(3), 606–614. https://doi.org/10.1037/a0022819.CrossRefPubMed

Greenberg, M. T., & Harris, A. R. (2012). Nurturing mindfulness in children and youth: Current state of research. Child Development Perspectives, 6(2), 161–166. https://doi.org/10.1111/j.1750-8606.2011.00215.x.CrossRef

Guy, S. C., Gioia, G. A., & Isquith, P. K. (2004). BRIEF-SR: behavior rating inventory of executive function--self-report version: Professional Manual. Lutz: Psychological Assessment Resources.

Hofmann, W., Schmeichel, B. J., & Baddeley, A. D. (2012). Executive functions and self-regulation. Trends in Cognitive Sciences, 16(3), 174–180. https://doi.org/10.1016/j.tics.2012.01.006.CrossRefPubMed

Jones, L., Hastings, R. P., Totsika, V., Keane, L., & Rhule, N. (2014). Child behavior problems and parental well-being in families of children with autism: the mediating role of mindfulness and acceptance. American Journal on Intellectual and Developmental Disabilities, 119(2), 171–185. https://doi.org/10.1352/1944-7558-119.2.171.CrossRefPubMed

Konold, T. R., & Pianta, R. C. (2007). The influence of informants on ratings of children's behavioral functioning: a latent variable approach. Journal of Psychoeducational Assessment, 25(3), 222–236. https://doi.org/10.1177/0734282906297784.CrossRef

Lawlor, M. S., Schonert-Reichl, K. A., Gadermann, A. M., & Zumbo, B. D. (2014). A validation study of the mindful attention awareness scale adapted for children. Mindfulness, 5(6), 730–741. https://doi.org/10.1007/s12671-013-0228-4.CrossRef

Lemberger-Truelove, M., Carbonneau, K., Atencio, D., Zieher, A., & Palacious, A. (2018). Self-regulatory growth effects for young children participating in a combined social-emotional learning and mindfulness-based intervention. Journal of Counseling and Development, 96(3), 289–302. https://doi.org/10.1002/j.556-6676.2014.00000.x.CrossRef

Mantzicopoulos, P., French, B. F., Patrick, H., Watson, J. S., & Ahn, I. (2018). The stability of kindergarten teachers’ effectiveness: a generalizability study comparing the framework for teaching and the classroom assessment scoring system. Educational Assessment, 23, 24–46. https://doi.org/10.1080/10627197.2017.1408407.CrossRef

Marcoulides, G. A. (1989). The estimation of variance components in generalizability studies: a resampling approach. Psychological Reports, 65, 883–889. https://doi.org/10.2466/pr0.1989.65.3.883.CrossRef

Mashburn, A. J., Downer, J. T., Rivers, S. E., Brackett, M. A., & Martinez, A. (2014). Improving the power of an efficacy study of a social and emotional learning program: application of generalizability theory to the measurement of classroom-level outcomes. Prevention Science, 15, 146–155. https://doi.org/10.1007/s11121-012-0357-3.CrossRefPubMed

McClelland, M. M., Geldhof, G. J., Cameron, C. E., & Wanless, S. B. (2015). Development and self-regulation. In R. M. Lerner (Ed.), Handbook of child psychology and developmental science (Vol. 1) (7th ed., pp. 523–565). New York: Wiley.

Meisels, S. J., & Atkins-Burnett, S. (2006). Evaluating early childhood assessments: A differential analysis. In K. McCartney & D. Phillips (Eds.), Handbook of early childhood development (pp. 533–549). Oxford: Blackwell Publishing.

National Research Council (2008) Early childhood assessment: why, what, and how. Washington, DC: National Academies Press.

Nojavanasghari, B., Baltrušaitis, T., Hughes, C. E., & Morency, L. P. (2016). The future belongs to the curious: Towards automatic understanding and recognition of curiosity in children. Paper presented at the Workshop on Child Computer Interaction, California, USA.

Peets, K., & Kikas, E. (2017). Teachers’ promotion or inhibition of Children’s aggression depends on peer-group characteristics. Journal of Clinical Child & Adolescent Psychology, 46, 848–857.CrossRef

Poehlmann-Tynan, J., Vigna, A. B., Weymouth, L. A., Gerstein, E. D., Burnson, C., Zabransky, M., ... & Zahn-Waxler, C. (2016). A pilot study of contemplative practices with economically disadvantaged preschoolers: children’s empathic and self-regulatory behaviors. Mindfulness, 7(1), 46–58. doi: https://doi.org/10.1007/s12671-015-0426-3.

Posner, M. I., & Rothbart, M. K. (2000). Developing mechanisms of self-regulation. Development and Psychopathology, 12(3), 427–441.CrossRef

Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: a randomized controlled trial. Developmental Psychology, 51(1), 52. https://doi.org/10.1037/a0038454.CrossRefPubMedPubMedCentral

Shavelson, R. J., & Webb, N. M. (1991). Generalizability theory: a primer. Newbury Park: Sage.

Shavelson, R. J., Webb, N. M., & Rowley, G. L. (1989). Generalizability theory. American Psychologist, 44(6), 922.CrossRef

Shonin, E., & Van Gordon, W. (2015). Practical recommendations for teaching mindfulness effectively. Mindfulness, 6(4), 952–955. https://doi.org/10.1007/s12671-014-0342-y.CrossRef

Thompson, M., & Gauntlett-Gilbert, J. (2008). Mindfulness with children and adolescents: effective clinical application. Clinical Child Psychology and Psychiatry, 13(3), 395–407. https://doi.org/10.1177/1359104508090603.CrossRefPubMed

Zelazo, P. D., & Lyons, K. E. (2011). Mindfulness training in childhood. Human Development, 54, 61–65. https://doi.org/10.1159/000327548.CrossRef

Zelazo, P. D., & Lyons, K. E. (2012). The potential benefits of mindfulness training in early childhood: a developmental social cognitive neuroscience perspective. Child Development Perspectives, 6(2), 154–160. https://doi.org/10.1111/j.1750-8606.2012.00241.x.CrossRef

Titel: Support for the Development and Use of the Child Observation of Mindfulness Measure (C-OMM)
Auteurs: Matthew E. Lemberger-Truelove
Kira J. Carbonneau
Almut K. Zieher
David J. Atencio
Publicatiedatum: 17-01-2019
Uitgeverij: Springer US
Gepubliceerd in: Mindfulness / Uitgave 7/2019
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI: https://doi.org/10.1007/s12671-019-1094-5

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Objective

Methods

Results

Conclusion

Log in om toegang te krijgen

Andere artikelen Uitgave 7/2019

Mindfulness-Based Intervention for Educators: Effects of a School-Based Cluster Randomized Controlled Study

Effect of Acceptance Versus Attention on Pain Tolerance: Dissecting Two Components of Mindfulness

A Systematic Review and Meta-analysis of the Impact of Mindfulness-Based Interventions on the Well-Being of Healthcare Professionals

Cross-Lagged Analyses Between Life Meaning, Self-Compassion, and Subjective Well-being Among Gifted Adults

Psychometric Investigation of the Five Facets of Mindfulness and Well-Being Measures in the Kingdom of Bhutan and the USA

Psychometric Properties of the Self-Compassion Scale (SCS) in an African American Clinical Sample