Dixon Mark R, Paliliunas Dana, Weber Jennifer, Schmick Ayla M
Department of Disability and Human Development, University of Illinois Chicago, Chicago, IL 60608 USA.
Missouri State University, Springfield, MO USA.
Behav Anal Pract. 2021 Nov 17;15(1):156-170. doi: 10.1007/s40617-021-00569-5. eCollection 2022 Mar.
This study evaluated the effectiveness of the AIM curriculum when implemented in a public-school setting by schoolteachers and direct care staff. Three hundred eighteen students took part in this quasiexperimental design where all received the AIM curriculum every day for an entire school year. The participants completed a series of self-assessments (the Avoidance and Fusion Questionnaire for Youth, the Child and Adolescent Mindfulness Measure, and the Strength and Difficulties Questionnaire) at the onset of the study and at the end of the school year to assess psychological flexibility, mindfulness, and emotional behavioral skills. Results suggest that at the end of the school year, participants increased psychological flexibility and mindfulness. State standardized testing scores also showed increases school-wide as compared to the previous 2 years. These results suggest that the AIM curriculum may be effective in large school settings, appeared easy to implement by school staff to address the needs of both the individual student and the entire student body, and likely participated in improving school-wide academic success.
本研究评估了由学校教师和直接护理人员在公立学校环境中实施AIM课程的有效性。318名学生参与了这项准实验设计，所有人在一整个学年中每天都接受AIM课程。参与者在研究开始时和学年结束时完成了一系列自我评估（青少年回避与融合问卷、儿童与青少年正念测量量表以及长处与困难问卷），以评估心理灵活性、正念和情绪行为技能。结果表明，在学年结束时，参与者的心理灵活性和正念有所提高。与前两年相比，全州标准化测试成绩在全校范围内也有所提高。这些结果表明，AIM课程在大型学校环境中可能是有效的，似乎易于学校工作人员实施，以满足个别学生和全体学生的需求，并且可能有助于提高全校的学业成绩。
