| The present study examined the effects of a mindfulness activity and a values power point on teacher interactions with students diagnosed with autism. Three classroom assistant teachers participated in the study. All three participants were exposed to the same experimental conditions which consisted of a baseline phase, a mindfulness phase, and a mindfulness and values phase. Positive, neutral, and negative interactions were scored during 30 minute observations directly after sessions were individually conducted. During baseline, two participants had lower interactions than in any other phase. The third participant showed variable responses. Two of the participants were able to increase positive interactions with their students in the classroom by at least 20% from baseline. |
