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Implementação de práticas mindfulness: impactos na atenção e no comportamento em alunos com necessidades específicas
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| Dissertação de mestrado_34828 | 1.91 MB | Adobe PDF |
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Abstract(s)
O presente estudo teve como objetivo avaliar o impacto da implementação do Programa de Mindfulness nas dimensões atenção e comportamentos inadequados em crianças com necessidades educativas específicas. Participaram oito alunos do sexo masculino, com idades entre os 10 e os 12 anos, que frequentavam o 1.º ciclo do ensino básico com adaptações curriculares. Foi aplicado um programa de intervenção com vinte sessões estruturadas focadas no foco atencional e no comportamento em alunos com necessidades específicas. A frequência das dificuldades de atenção e dos comportamentos inadequados foi avaliada antes e após a implementação do programa.
Concluiu-se que 88% dos participantes apresentaram uma redução das dificuldades de atenção, com a média da frequência a diminuir de 2,70 para 2,09. Relativamente aos comportamentos inadequados, 100% dos participantes registaram uma redução expressiva, com a média da frequência a passar de 2,04 para 1,07. Os resultados parecem indicar que o Programa de Mindfulness é uma intervenção eficaz na promoção de melhorias ao nível do foco atencional e na redução de comportamentos inadequados em crianças com necessidades específicas. A prática regular de Mindfulness demonstrou ter um impacto positivo na autorregulação emocional e no comportamento adaptativo dos alunos, proporcionando um ambiente escolar mais equilibrado e favorável à aprendizagem.
The present study aimed to assess the impact of implementing the Mindfulness Program on attention and inappropriate behavior dimensions in children with specific educational needs. Eight male students, aged between 10 and 12 years, who were enrolled in primary education with curricular adaptations, participated in the study. An intervention program consisting of twenty structured sessions focused on attention and behavior was applied to students with specific needs. The frequency of attention difficulties and inappropriate behaviors was evaluated before and after the implementation of the program. The findings revealed that 88% of the participants showed a reduction in attention difficulties, with the average frequency decreasing from 2.70 to 2.09. Regarding inappropriate behaviors, 100% of the participants recorded a significant reduction, with the average frequency dropping from 2.04 to 1.07. The results suggest that the Mindfulness Program is an effective intervention for promoting improvements in attentional focus and reducing inappropriate behaviors in children with specific needs. Regular Mindfulness practice demonstrated a positive impact on students’ emotional self-regulation and adaptive behavior, fostering a more balanced and conducive school environment for learning.
The present study aimed to assess the impact of implementing the Mindfulness Program on attention and inappropriate behavior dimensions in children with specific educational needs. Eight male students, aged between 10 and 12 years, who were enrolled in primary education with curricular adaptations, participated in the study. An intervention program consisting of twenty structured sessions focused on attention and behavior was applied to students with specific needs. The frequency of attention difficulties and inappropriate behaviors was evaluated before and after the implementation of the program. The findings revealed that 88% of the participants showed a reduction in attention difficulties, with the average frequency decreasing from 2.70 to 2.09. Regarding inappropriate behaviors, 100% of the participants recorded a significant reduction, with the average frequency dropping from 2.04 to 1.07. The results suggest that the Mindfulness Program is an effective intervention for promoting improvements in attentional focus and reducing inappropriate behaviors in children with specific needs. Regular Mindfulness practice demonstrated a positive impact on students’ emotional self-regulation and adaptive behavior, fostering a more balanced and conducive school environment for learning.
Description
Keywords
Mindfulness Necessidades específicas Atenção Comportamentos inadequados Autorregulação Ensino básico Specific needs Attention Inappropriate behaviors Self-regulation Primary education