Mindfulness for Middle School Students Receiving Adapted Physical Education Services: Quality Improvement Program

Middle school students with disabilities are often isolated from their peers with decreased opportunities for participation, struggle with social emotional regulation, and self-efficacy. This has been evident among students with various disabilities who are from various age groups receiving special education services including adapted physical education (APE). Research has shown mindfulness amplifies learning and promotes a positive environment that supports children’s overall wellbeing. This quality improvement project focused on developing an occupational therapy centered mindfulness program to enhance social participation, self-efficacy, and social-emotional regulation. Data collection occurred pre and post program from specialized program teacher assistants (SPTAs) using the School Participation Questionnaire (SPQ v1.4) to understand their perceptions of the mindfulness programs impact on middle school students receiving APE services. The program involved 15 middle school students receiving APE services during two separate general physical education (GPE) classes at one local CCSD middle school. Students that participated were boys with autism spectrum disorder (ASD) and a mixed gender functional life skills (FLS) class with varying disabilities. Outcomes from the program did not show statistically significant results from combined totals on the SPQ v1.4. However, the boys with Autism results showed increased scores pre and post program for Being and Doing factors of the SPQ v1.4.