Appendix A.
List of Programs and Studies Reviewed and Select Categories of Data Extracted
| Program | Study | Delivery Approach |
Study Design | Session Delivery | FOI Dimensions Assessed and Measures Used | FOI
Cut-Offs Established |
FOI Reported | Linked to Outcomes |
||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Program Name |
Core
Components (CC) Articulated & Logic Model (LM) Included |
Citation |
Program
targets Students, Teachers, or Both |
Design (RCT;
QED, Single Group); Level of Assign (School or Class); & # IUs (intervention units) |
Total #
Sessions Delivered, Weeks, and Length |
Program Adherence | Program Quality | Participant Dosage | Participant Responsiveness |
Were a priori
cut- offs established? |
Was any aspect of FOI reported? If so, what? |
Was
relationship between FOI and participant outcomes assessed? |
| Learning
to BREATHE |
CC -
Yes LM -No |
Metz et. al. (2013) | Teachers |
Design: QED
pre- post, with instruction- as-usual comparison Level: School IU: 1 school |
Total #: 6
thematic lessons broken up and delivered over 18 sessions Weeks 16 Session Length 15–25 minutes at beginning of class |
Measures. teacher
logs (unclear # of items; at each lesson, however very few completed) & observations by program staff (unclear number of items - checklist; 5% of all sessions) |
Measures. teacher
logs (unclear number of items) & observations by program staff (teacher enthusiasm and preparedness) |
Unclear if Assessed |
Measures.
Observations (qualitative) |
Not Reported | Adherence/Quality/Responsiveness:
Descriptive statement: "Observations indicated lesson adherence, teacher, enthusiasm and preparedness and high student engagement" No teacher logs reported |
No |
| Broderick &
Metz (2009) |
Students |
Design: QED
pre- post, with portion of junior class as comparison Level: Classroom IU: 1 school - 7 sections of health class |
Total #: 6
lessons per group (7 groups) Weeks: @ 5 (could be as few as 3) Session Length: 32–43 minutes |
Not Reported | Not Reported |
Measures. How
oftern practiced mindfulness outside of class (qualitative and then catgorized as 4 or more days/week, once a month to 3 days a week, and none) |
Not Reported | Not Reported | Dosage. 65% of students
reported practicing some mindfulness techniques otuside of class For those practicing 4 or more days per week outside of class, compared to those who only practiced in class, overall somatic complaints were reduced & specific somatic complaints of dizziness and feeling over-tired increased. |
Yes | ||
| Inner Kids Program |
CC- No LM - No |
Flook et al. (2010) | Students |
Design: RCT
with active reading period control Level: Student with block randomization stratified by classroom, gender, and age IU: 32 students |
Total #: 16
sessions Weeks: 8 Session Length: 30 minutes |
Not Reported | Not Reported | Not Reported | Not Reported | Not Reported | Adherence. Number of sessions delivered | No |
| Mindfulness Education (ME) Program |
CC-Yes LM - No |
Schonert-Reichl and Lawlor (2010) |
Teachers |
Design: QED,
pre- post Level Classroom IU: 6 Classrooms |
Total #
9–10 lessons + (daily mindfulness exercises 3 times a day for up to 3 minutes) Weeks: 9–10 (final week optional) Session Length: 40–50 minutes |
Measures. Teacher
Daily Diary track daily implementation of core exercises; extent to which implemented program lessons each week, and # of ways integrated into classroom curriculum and practices |
Not Reported | Not
Reported (although classify the adherence measures to the left as "dosage") |
Not Reported | Not Reported | Adherence. Mean and range across
lessons: teachers reported implementing components of lessons 75% of time, indicating a moderate to high level of average implementation Average proportion of program core mindful exercises (breathing practices) completed by week. Included a table for this. Range of implementation of core exercises was 73%– 100% with an average of 87% across 9 weeks. 100% of teachers reported that they implemented extension activities within classrooms (not clear what this means) |
No |
| Holistic
Life Foundation |
CC-
No LM - Yes |
Mendelson et al. (2010) |
Students |
Design: RCT w/
wait- list control (not active) Level: School IU: 2 elementary schools |
Total #: 48
sessions Weeks: 12 Session Length: 45 minutes |
Not Reported | Not Reported |
Measures.
Student Attendance (but don't outline how assessed) |
Not Reported | Not Reported | Dosage. Percent of students at
each school who attended at least 75% of sessions. 73.5% at one school and 40% of students at another. Teacher focus group data indicated that some teachers prevented students from attending as form of punishment for poor in-class behavior |
No |
| Feagans Gould et
al. (2012) |
Students |
Design: RCT w/
wait- list control (not active) Level: School IU: 2 elementary schools |
Total #: 48
sessions Weeks: 12 Session Length: 45 minutes |
Not Reported | Not Reported | Not Reported | Not Reported | Not Reported | Not Reported | No | ||
| CARE: Cultivating Awareness & Resilience in Education |
CC-
Yes LM - Yes |
Jennings et al. (2013) | Teachers |
Design:
RCT Level: Teacher IU 27 teachers |
Total #: 5
full-day sessions, plus 2 coaching calls, plus local group support activities Weeks: approx. 12 weeks Session Length: Varied: Full-day sessions (6 hours); Coaching calls (20–30 minutes) |
Measures.
Facilitators Record sheet completed at end of each session by facilitator and trained observer. Don't say anything specific about number of items whether quant or qual or how assessed at all. |
Not Reported | Not Reported | Not Reported | Not Reported | Adherence. Desriptive statement:
"Because the facilitators were working directly from the materials they created, the program was delivered with a high degree of fidelity (100%)" However, do not report what measures were comprised of or how compiled and cross-validated to get at 100% fidelity |
No |
| Jennings et al. (2011) | Teachers |
Study
1 Design: Single group pre-post Level: Teacher IU: 31 Study 2 Design: RCT Level: Classroom (student teacher/ mentor teacher pairs) IU: 21 |
Total #: 4 or
5 full-day sessions, plus 2 coaching calls Weeks: approx. 5 weeks Session Length: Varied: Full-day sessions; Coaching calls (20–30 minutes) |
Not Reported | Not Reported | Not Reported | Not Reported | Not Reported | Not Reported | No | ||
| mMBSR (modified mindfulness- based stress reduction) |
CC- No LM - No |
Flook et al. (2013) | Teachers |
Design: RCT
with wait-list control - 4 schools total Level: Classroom/teacher IU: 10 teachers/classrooms |
Total #: 9
sessions (26 hours total) Weeks: 8 Session Length: 2.5 hours per week for 8 weeks plus a day-long immersion for 6 hours |
Not Reported | Not Reported |
Measures.
Weekly practice logs in which participants recorded Mindfulness practice compliance (or number of minutes per day spent engaging in formal (e.g. sitting meditation) and informal (e.g. brief moments of mindfulness) mindfulness practice. |
Not Reported | Not Reported | Dosage. Reported the average
minutes per day in formal and informal practice as well as frequency of mindfulness practice. Specifically, participants reported spending on average 21.7 min (SD=13.8) per day in formal practice and 7.5 min (SD=4.7) per day in informal practice. During 8-week course, participats reported engaging in formal practice 83.7% of days (M=46.9; SD=7.1) and informal practice 88.7% of days (M=49.7; SD=4.4). |
No |
| MM (Mindfulness Meditation) |
CC- No LM - No |
Beauchemin et al. 2008 |
Both Students
& Teachers |
Design:
Single group, pre-post Level: Classroom IU 4 classes (2 teachers & 34 students) |
Total #
approx. 27 Weeks: 5 Session Length 5–10 minutes at beginning of class period (# of class periods per day not specified) plus two 20 minute instructional sessions. |
Not Reported | Not Reported | Not Reported | Not Reported | Not Reported | Not Reported | No |
| Cultivating Emotional Balance |
CC- No LM - No |
Kemeny et al. (2012) | Teachers |
Design: RCT,
pre- post, 5-month follow- up Level: Teacher IU: 41 teachers |
Total #: 4
sessions Weeks 8 Session Length: 4 All- Day & 4 Evening sessions (total of 42 hours of training); recommended 25 min/day home practice |
Not Reported | Not Reported |
Measures. Weekly
online self-reported logs to assess # of minutes of meditation practiced each day. Created varaible: total days mediated 20 min or more across 8-week period. |
Not Reported | No | Dosage. The greater the number of
days individuals reported practing meditation (20 min/day or more), the lower their trait anxiety and the higher their mindfulness at posttraining, but these did not occur with other self-report measures. Greater meditation practice associated with diminished blood pressure reactivity during lab task, compared with those who practiced less, & decreased Diastolic Blood Pressure during speech and math portions of Trier Social Stress Test at follow- up as well as decreased Respiratory Sinus Arrhythmia in response to the math task at follow-up Greater mediation practice was not associated with compassionate responding or social behavior on marital task. |
Yes |
| MIL: Moving into Learning |
CC- Yes LM - No |
Klatt et al. (2013) | Students |
Design:
Single group, pre-post & follow-up Level: Classroom IU: 2 classrooms (41 students) |
Total #: 8
weekly sessions; 32 daily sessions Weeks: 8 Session Length: 45 minutes for weekly sessions; 15 minutes for daily sessions |
Not Reported | Not Reported | Not Reported | Not Reported | No | No | No |
| Inner Resilience Program (IRP) |
CC- No LM - No |
Lantieri et al. (2011) | Both Students
& Teachers |
Design:
RCT Level: Classroom across many schools (unsure #) IU: 29 teachers & 471 students in their classrooms |
Total #: 27
weekly yoga sessions; 9 monthly NTIL sessions; 1 weekend-long retreat Weeks 27–36 weeks across components Session Length: Weekly yoga (75 minutes); Monthly NTIL meetings (2.5 hours each); 2-day weekend residential retreat |
Not Reported | Not Reported | Not Reported | Not Reported | No | No | No |
| SMART-in- Education (Stress Management & Relaxation Techniques) Program |
CC- Yes LM - Yes |
Roeser et al. 2013 | Teachers |
Design: RCT, with
3- month follow-up Level: Teacher IU: 54 Teachers |
Total #:
11 Weeks: 8 Session Length: Doesn't say, but total of 36 contact hours across 11 sessions |
Not
Reported (although assert adherence was controlled for because program developer implemented at all sites) |
Measures. Evaluation
survey participants filled out at end of program. Instructor domain-specific expertise, genuineness, effectiveness at presenting material, and trustworthiness on 5-pt. Likert scale. |
Measures.
Facilitator- reported attendance at weekly sessions as well as teacher completion of program. Daily mindfulness practice journal. Teachers self- reported minutes of daily practice |
Not Reported | Yes. Program completer had to attend at least 8 of the 11 sessions. Suggested 15/min a day of home practice. |
Dosage. Those who didn't
drop out attended 92% of sessions. Absences ranged from 0–4 with 87% of participants completed the program by attending 8 or more of the 11 sessions. Amount of home practice examined for the 60% of participants who returned daily practice journals. Teachers reported avg. of 16 min. of practice/day (Canadian sample) and 15 min. of practice/day (U.S. sample). This showed compliance w/ 15-min a day home practice Quality. On average, participants "strongly agreed" that instructor demonstrated good knowledge of the subject matter (expert knowledge, M=4.98, SD=.14); was a "good role model for what was being taught" (genuineness, M= 4.94, SD=.24), was "effective in presentation of material" (effectiveness, M=4.83; SD=.38), and participants "developed a faith in their ability to trust & learn from the instructor" (trustworthiness, M=4.88, SD=.48). Instructions for home practice very clear and useful. |
No |
| CC- No LM - No |
Benn et. al. (2012) | Teachers |
Design: RCT with
2- month follow-up Level: Teacher/Parent IU: 31 participants (12 parents and 19 educators) |
Total #: 11
sessions (2 times per week for a total of 36 hours) Weeks: 5 Session Length: 2.5 hours ( 9 sessions) & 6 hours (2 sessions) |
Measures. Research
assistant observed sessions and provided qualitative feedback on program fidelity (instructor adherence to format, content, and process of delivery) during weekly research meetings. |
Measures.
Participant responses to open-ended questions on individual session evaluations and ratings of overall instructor quality at the conclusion of the program. |
Measures.
Program completion and attendance. Unclear what determines program completion. Participant-reported estimates of frequency of home practice. |
Not Reported | No | Dosage. Results showed that all
but 1 participant competed the MT program and all attended most of the sessions (M=9.9 sessions, range 7–11 sessions). Quality. Participants indicated high levels of satisfaction with the program in terms of quality of instruction, content, and structure. They rated the level of instruction as either a 4 or 5 on a 5-point scale. Adherence. Qualitative reports by RAs suggest high-quality instructor adherence to the format, content, and process of curriculum delivery. Participants reported an average of 10 minutes of formal mindfulness home practice per day. |
No | |
| MBSR adapted for urban youth |
CC- No LM - No |
Sibinga et al. (2013) | Students |
Design: RCT, with
3- month follow-up, active control - health education program Level: Student IU: 1 school (22 students) |
Total #: 12
sessions Weeks: 12 Session Length: 50 minutes |
Not Reported | Not Reported | Not Reported | Not Reported | No | No | No |
| Adapted MBSR Program |
CC- No LM - No |
Frank et al. (2013) | Teachers |
Design QED,
pre- post Level: School IU 1 School - 18 instructors, specialists, and administrators |
Total #
8 Weeks: 8 Session Length: 2 hours (weekly sessions) plus 25–30 min of daily practice (at home) 6 days/wk. |
Not Reported | Not Reported |
Measures. Daily logs
- no other details on what those are. |
Not Reported | No | Dosage. MBSR participants
practiced mindfulness meditation outside class on average 4 times per week (M=3.9; SD=1.5) for a mean of 22.6 minutes (SD=4.6) per practice period over the 8 week course. |
No |
| Transformative Life Skills (TLS) |
CC- No LM - No |
Frank et al. (2014) | Teachers |
Design
Single group, pre-post Level: Student IU: 49 students |
Total # 48
lessons Weeks: Approximately 12 Session Length: 30 minutes (3–4 days a week) |
Measures.
Instructor-reported lesson component completion checklist at the end of each lesson. Say supervision of instructors by program developers, observation, and review of these checklists were used to monitor fidelity throughout implementation. |
Measures.
Instructor- reported reflection on quality of lesson implementation. |
Not Reported |
Measures.
Instructor-reported overall level of student engagement (as a whole not per student) at the end of each lesson. |
No | Overall fidelity: All lessons
were implemented with greater than 80% fidelity (not sure how calculated - if refers to adherence or adherence & quality) |
No |
| Mindfulness Meditation (MM) Program |
CC-
No LM - No |
Wisner (2013) | Students |
Design Single
group Level: Student IU: 35 Students in a single alternative high school (total enrollment of school was 36 students) |
Total #: 29
sessions Weeks 8 Session Length: Varied (1 30-min intro session, plus 30-min sessions 2 times per week; plus 10 minute sits 2 times per week in weeks 3–8) |
Not Reported | Not Reported |
Measures.
Participant reported use of practice CD and home practice. |
Not Reported | No | Dosage. Ten out of 35 (approx.
30%) students reported using practice CD at home, with most of these students using the CD once, twice, or three times. One student used CD on regular basis. Five out 35 students (approx. 15%) reported that they practicd meditation at home without the CD and 2 students reported using meditation on a regular basis while 3 students reported trying meditation on two or three occassions. |
No |
| Wisner et al. (2013) | Students |
Design:
Single group, pre-post Level: student IU: 28 students from 1 alternative high school (78% of student body) |
Total #: 29
sessions Weeks: 8 Session Length: Varied (1 30-min intro session, plus 30-min sessions 2 times per week; plus 10 minute sits 2 times per week in weeks 3–8) |
Not Reported | Not Reported | Not Reported | Not Reported | No | No | No | ||
| RISE Program | CC- No LM - No |
Winzelberg &
Luskin (1999) |
Teachers |
Design: RCT, with
8- week follow-up Level: Teacher IU: Unclear - but probably 8 teachers in training (6 couldn't attend training so assigned to wait-list control; remaining 15 randomized to exp. Or control) |
Total #:
4 Weeks: 4 Session Length 45- minutes |
Not Reported | Not Reported |
Measures.
Self-report questionnaire administered at follow-up (8 weeks after). Asked frequency with which practiced techniques in an average week during the program and at the time of follow- up (both for mediation and the 3 corollary techniques) |
Not Reported | No | Dosage. During program,
participants reported practicing meditation an average of 3 times/week. At follow-up, 1/2 of the participants reported they were no longer practicing the meditation, but most were still practicing the corollary techniiques. They reported remimbering to "slow down" and "do one thing at a time" several times a week. Overall, use of all techniques decreased from an average of 13.4 at post-test to 9.1 at follow-up. Includes a Table of treatment group practice frequency per week over the course of the program. |
No |
| Mindful
Schools (K-5 Curriculum) |
CC-
No LM - No |
Black &
Fernando (2013) |
Students (with small Teachers component) |
Design: RCT
(no control) either MS or MS + 7 additional sessions Level Classroom IU: 17 classrooms total (409 students) |
Total #: 15
(MS) or 22 (MS +); brief (2 min) practices on non-session school days Weeks: 5 (MS) or 12 (MS +) Session Length: 15 min., 3 times/week (once weekly for additional 7 weeks MS +). 2-min short practices on all other school days |
Not Reported | Not Reported | Not Reported | Not Reported | No | No | No |
| Liehr and Diaz (2010) |
Students |
Design: RCT
w/ Health Education control Level: Student IU: 9 students |
Total #:
10 Weeks 2 Session Length: 15 minutes of MS curriculum plus 20 minutes of time to "shift from previous activities and document presence." |
Not Reported | Not Reported | Not Reported | Not Reported | No | No | No | ||
| Attention Academy Program (AAP) |
CC- No LM - No |
Napoli et al. (2005) | Students |
Design:
RCT Level: Student IU: 114 students (across 9 classrooms) |
Total #
12 Weeks: 24 Session Length: 45 minutes |
Not Reported | Not Reported |
Measures.
Student attendance in both experimental and control conditions. |
Not Reported | Yes. Program completer had to attend 12 sessions. Control participants had to attend 12 control sessions. |
Dosage/Completers. Thirty-four
students (approx. 15%) missed more than one training/control group session and were excluded from analysis. A total of 194 students completed the program (94 experimental and 97 control). |
No |
| Standardized Meditation Program |
CC- No LM - No |
Anderson et al. (1999) |
Teachers |
Design: RCT,
with follow-up (4-weeks post) Level: Teacher IU 45 teachers |
Total #: 6 (5
weekly and 1 follow-up) plus 40-minutes a day of mediation practice. Weeks: 5 weeks Session Length: 1.5 hours for weekly sessions, 2, 20-minute daily mediations, and 1 hour for follow-up session |
Not Reported | Not Reported |
Measures.
Participant teachers completed a questionnaire during each of the 6 sessions that asked them to estimate how many times they had meditated during the week. |
Not Reported | No | Dosage. 60% of
participating teachers reported meditating at least 6 times/wk and 40% reported 2–5 times/week |
No |
| Mindfulness Workbook (Seymour N.B. Mack's Top Secret Detective Manual) |
CC- No LM - No |
Reid & Miller (2009) | Students (with teacher delivering workbook - called "inspector connectors") |
Design:
Single group, pre-post Level: Academic Summer program IU 24 students and 4 teachers (leading 2 groups of 12 kids each) |
Total #:Varies
(24–30 sessions recommended) Weeks 6 Session Length: Not reported (and may vary based on teacher leeway to use workbook as deem appropriate) |
Not Reported | Not Reported | Not Reported | Not Reported | No | No | No |
| Transcendental Meditation (TM) |
CC-
No LM - No |
Nidich et. al. (1986) | Unclear |
Design:
Single group, pre-post Level: Student IU: 75 students (37 incoming students and 38 continuing students) |
Total #:
Unclear Weeks: Unclear Session Length: a few minutes in morning and few minutes in afternoon |
Not Reported | Not Reported | Not Reported | Not Reported | No | No | No |
| Gelderloos et al. (1987) |
Unclear |
Design: QED,
single time point design with Montessori school as comparison Level: School IU 1 School (48 students) |
Total #
Unclear Weeks Unclear Session Length: a few minutes in morning and few minutes in afternoon |
Not Reported | Not Reported | Not Reported | Not Reported | No | No | No | ||
| CC- No LM - No |
Rosaen &
Benn (2006) |
Students |
Design:
Single group, qualitative assessment Level Student IU: 10 students |
Total #:
Unclear - every school day for 12 months Weeks: approx. 52 Session Length: 10 minutes (twice a day each school day) |
Not Reported | Not Reported | Not Reported | Not Reported | No | No | No | |
| Transcendental Meditation (TM) |
CC- No LM - No |
Barnes et al. (2001) | Students |
Design: RCT,
with active, HE control condition Level: student IU: 15 students |
Total #:
approx. 40 in- school sessions plus approx. 72 at-home sessions Weeks approx. 8 Session Length: 15 minutes |
Not Reported | Not Reported |
Measures. Attendance
at school sessions for both experimental and control group. Self-reported compliance with TM home practice. Unclear number of items or how asked. |
Not Reported | No | Dosage. Average attendance of the
TM group was 67.8% while average attendance for control group was 68.2%. Percentage of students attending at least 60% of sessions was 80% for TM group and 58% for control group. Average self-reported compliance with TM practice at home was 76.6% |
No |
| Elder et al. (2011) | Students |
Design: QED,
pre- post Level: Student IU: 68 students |
Total # Not
specified Weeks: approximately 16 Session Length: Varies - An hour for the initial set of sessions and then personal practice 10–15 minutes morning and afternoon every school day |
Not Reported | Not Reported | Not Reported | Not Reported | No | No | No | ||
| Breathing Awareness Mediation (BAM) |
CC-
No LM - No |
Gregoski et al. (2011) | Students |
Design: RCT,
with active LST (Life Skills Training) and HE (Health Education) Control conditions Level: School (to treatment group & Classroom (one teacher per semester randomly assigned to teach intervention. IU: 53 students |
Total #: 108
(Weekly health class plus home practice each weekday and twice daily on weekends). Weeks: approx. 12 Session Length: 10 minutes each |
Not Reported |
Measures.
Instructor thoroughness and enthusiasm assessed weekly by single rater using Likert scale ratings (0–4 scale). 1 item for thoroughness and 1 item for enthusiasm. Also rated Control and LST instructors on these. (fairly certain enthusiasm is for instructor - small possibility it could be about students - not fully clear from write -up) |
Measures. Attendance
& Self-reported compliance of home practice. Also measured Control and LST conditions on attendance |
Measures. Class
attentiveness assessed weekly by single rater using Likert scale ratings (0–4 scale). 1 item for attentiveness. Also rated Control and LST instructors on this. |
No | Dosage. For BAM group - Average
in-school attendance was 79% of total sessions. For all conditions - statistical differences observed for attendance between two schools (77% vs. 90%, p=.01). These differences were primarily due to bomb threats and fire alarm activations. Attendance was not statistically different by treatment group (p=.52) and the group by school interaction was non-significant (p=.46) Self-reported home compliance for home practice was 86.6% +/− 7.4% Quality & Responsiveness. All instructors were rated as competent in implementing the various components throughout the intervention: average of ratings (on scale of 0–4) were 3.34 +/− 0.26 for thoroughness; 3.28 +/− 0.32 for class attentiveness; & 3.31 +/− 0.27 for enthusiasm. No sign. differences between treatment groups, schools, teachers, or interactions of these factors observed for any components (all p's > .05) |
No |
| Barnes et al. (2008) | Students |
Design:
RCT Level: School IU: 20 students in 1 high school |
Total #:
Unclear Weeks: approx. 12 Session Length: 10 minutes |
Not Reported | Not Reported | Measures. Attendance | Not Reported | No | Dosage. Self-reported home
compliance for home practice was 86.6% +/− 7.4% Examined sodium handling excluding subjects with less than 70% attendance and adjusting for baseline values of attendance (BAM, n=11; Control, n=28), overnight urinary sodium excretion rate decreased from pre-to post-intervention in the BAM group but increased in the control group (−1.6+/− 1.1 vs 1.5+/− 0.7 mEq/hr, p < .03) as did overnight urine sodium content (−1.1+/− 0.7 vs 8+/− 0.4g, p < .03). |
Yes | ||
| Barnes et al. (2004) | Students |
Design: RCT
with active, HE control Level: Classroom IU: 34 students in 2 classrooms in same school |
Total #
approx. 60 in- school sessions and 84 at-home practice sessions; 12 instructor sessions Weeks approx. 12 Session Length: 10- minutes for practice time in-school and home; 20-minutes/week with instructor discussing |
Not Reported | Not Reported |
Measures. Teacher/instructor recorded daily attendance of students at sessions and individual meditation practice at home. Attendance and home practice (which was 20- minute daily walks) also collected for control group. |
Not Reported | No | Dosage. The average attendance of
the meditation group was 88.5% and the control group 86%. The average self-reported compliance with meditation practice at home was 86%. |
No | ||
| Meditation Practice (no formal name) |
CC- No LM - No |
Linden (1973) | Students |
Design: RCT
with two control conditions (guidance group and no interv) Level: student IU 30 students in 1 elementary school |
Total #: 36
(twice a week) Weeks: 18 Session Length 20–25 minutes |
Not Reported | Not Reported | Not Reported |
Measures.
Clinical observations as qualitative evidence that the independent variable "took." |
No | Responsiveness. Descriptive
Statement: "Many of the Subjects were unaccepting of the instructions at first or seemed to fear being judged "silly" if they accepted them…gradually the groups' nomr shifted from curiosity and hesitancy to approval and anticipation of the instructions. As the sessions continued, the subjects seemed to do the exercises more readily. It is likely that in addition to the experimenter's demand, the subjects sensed that their neighbors really were engaged in something they wished to continue doing undisturbed. Had the new group norm not become operative, the effectiveness of the mediation practice would have been nil or severely limited." |
No |
| Youth Empowerment Seminar (YES!) |
CC- No LM - No |
Ghahremani et al (2013) |
Students |
Design: QED,
pre- post Level: Classroom IU: 327 students in 3 schools (# classrooms not reported) |
Total # 20
lessons Weeks: 4 Session Length: 60 minutes |
Not Reported | Not Reported | Not Reported | Not Reported | No | No | No |
| Tai
Chi curriculum, augmented by MBSR |
CC- No LM - No |
Wall (2005) | Students |
Design
Single group, qualitative Level Student IU 14 students |
Total #: 5
(once per week) Weeks: 5 Session Length: 60 minutes |
Not Reported | Not Reported | Not Reported | Not Reported | No | No | No |
| Mindfulness- Based Youth Suicide Prevention Intervention in a Native American Community |
CC- No LM - No |
Le & Gobert (2013) | Students |
Design
Single group, pre-post Level: Student IU: 8 students |
Total #: 36
sessions Weeks: 9 Session Length: 55 minutes |
Not Reported | Not Reported | Not Reported |
Measures.
Facilitators reported weekly (via open- ended personal reflection) on what group dynamic was and what contributed to the dynamics, what activities worked and why, what experiences, events or participants stood out, what helped me to be effective and to connect with youth. |
No | No | No |
| Mindfulness- based Intervention for Chronically Ill Youth |
CC- No LM - No |
Lagor et al. (2013) | Students |
Design:
Single group, pre-post Level: 1 school IU: 15 students (entire student population) |
Total #
6 Weeks 6 Session Length: 50 minutes |
Measures. Clinical
notes and records kept |
Not Reported |
Measures.
Attendance records kept at sessions. Outside practice assessed via semi-structured interviews with participants after intervention. |
Qualitatively mentioned
in discussion section. Unclear source of data. |
Yes. Treatment completers were defined as those who attended at least 4 of 6 (66%) of clinical sessions. Analyses were only conducted on treatment completers. |
Dosage/Completers. 13 out of 15
participants were "Treatment completers" - those defined as attending at least 4 of 6 sessions. Average attendance rate was 85%. Adherence/Adaptation. First clinical session delayed by 1 week. Slight adjustments made to session content based on 50- minute sessions (as opposed to curriculum which outlined 60 min sessions), Adaptations: To maximize continuity between sessions and catch up students who missed, each session began with a review of the previous sessions material. |
No |
| Yoga
Ed (modified version) |
CC- No LM - No |
Khalsa et al. (2012) | Students |
Design:
RCT Level: Class IU: 4 classes (74 students total) |
Total #:
ranged from 23– 32 sessions Weeks: 11 Session Length: 30–40 minutes long, |
Not Reported | Not Reported |
Measures.
Participant attendance at sessions. |
Not Reported | No | Dosage. Reported the number of
participants attending at least 1 yoga session (73 out of 74 participants); average number of sessions attended for all participants (M=20.5 ;SD=7.7) as well as for those with approx. 2 sessions per week (M=18.0; SD=5.1) and those with approx. 3 sessions per week (M=23.7 (SD=9.2); & percentage of available sessions attended (80% at the beginning of the yoga program and declined to just under 70% by the end). Adaptation. Reported the number of sessions cancelled due to school events - 6 different days. |
Yes |
| Yoga Ed | CC- No LM - No |
Steiner et al. (2013) | Students |
Design
Single group, pre-post Level Student IU: 37 Students |
Total #:
approx. 28 Weeks: approx. 14 Session Length: 60 minutes |
Measures.
Instructor-report of time spent on each of the 4 main components of curriculum at each session. |
Not Reported |
Measures.
Session attendance forms in which instructors tracked participant attendance (including excuses for absences) |
Measures.
Instructor-reported "group dynamics" and individual participant engagement for each of the 4 curricular components using categories:"engagement," "medium engagement," or "need for redirection." |
No | Dosage. On average, students
attendended 90% of
sessions. Responsiveness. Students were engaged for the majority (78%) of poses. Adherence. "Fidelity was ensured because of experienced yoga instructors following Yoga Ed curriculum, as well as instructor-rated adherence." No supporting data or methods to back up statement. |
No |
| Kripalu-based Yoga Program |
CC-
Yes LM - No |
Noggle et al. (2012) | Students |
Design: RCT,
active control (PE as usual) Level: Student IU: 36 students within 3 PE classes |
Total #: 28
sessions Weeks 10 weeks Session Length: 30–40 minutes |
Not
Reported (assert assessed adherence, but does not fit this definition) |
Not Reported |
Measures.
Participant attendance at sessions. Yoga Evaluation Questionnaire (YEQ) asked if students used yoga skills at school or home on a 10-cm. visual analgue scale on which mark degree of agreement from "not at all" to "very much so". Not sure how many items. |
Not Reported | No | Dosage. Central tendencies of
attendance rates for experimental condition (Mean =58%; =/- 26% SD; Median = 64%, and Mode = 75%). Range of attendance (0% - 93%). Attendance less than 25% of sessions for 7 of 36 students. Qualitatively report range of answers for outside use. Specifically, when asked whether yoga was helpful or whether they used any yoga skills at school and home, responses were scattered more evenly across scale (data not shown) indicating perhaps not all students who liked yoga were applying it outside of class. Examined correlation between attendance rates and all outcome measures and NONE were correlated |
Yes |
| Conboy et al. (2013) | Students |
Design: RCT,
active control (PE as usual) Level: Student IU: approx. 56 - because say selected half to include in this study |
Total #: 32
sessions Weeks 12 weeks Session Length: 30 minutes |
Not Reported | Not Reported | Not Reported | Not Reported | No | No | No | ||
| Get Ready to Learn (GRTL) |
CC- No LM - No |
Koenig et al. (2012) | Students |
Design QED,
pre- post Level: Classroom IU: 4 classrooms (24 students) |
Total # 80
sessions Weeks: 16 Session Length: 15–20 minutes |
Measures. FOI
assessed using checklist and videotaped sessions. Checklist included 16- pt. scale in five categories: 1) classroom-environment, 2) classroom organization and setup, 3) program implementation by the teacher, 4) DVD routine and student support, and 5) GRTL program conclusion. A score of 12–16 points indicates good program implementation. Researchers used checklists and video tapes to reach 80% agreement on categories. Once reliable, observed classrooms directly in 4 intervention classrooms (unclear how many times). |
Unclear. The categories outlined as part of overall FOI could be conceptualized as "quality" but don't talk about it as such. |
Not Reported | Not Reported | Yes. A score of 12–16 points on FOI checklist indicated "good program implementation." |
Overall Fidelity/Adherence.
Classroom observations were rated for fidelity, and all classes scored within the "good" implementation range. Unclear which dimensions used to construct Overall Fidelity. Reliability. Raters achieved 100% agreement on two independent samples. |
No |
| Yoga Fitness for Kids (Gaiam, 2003) |
CC- No LM - No |
Peck et al. (2005) | Students |
Design:
QED, multiple baseline, intervention, and follow-up periods with convenience comparison group Level: Grade-level IU: 10 students (3 in Grade 1, 3 in Grade 2, and 3 in Grade 3) |
Total #: 6 (2
X per week) Weeks 3 Session Length: 30 minutes |
Measures. Treatment
Integrity Checklist completed by data collector. Intervention components checked off if completed as intended. These included 2 adherence items: 1) all participants dressed appropriately, and 2) researcher played yoga videotape and participants followed along with deep breaths, physical postures, and relaxation exercises. |
Not Reported |
Measures. Attendance
for group recorded via Treatment Integrity Checklist completed by data collector. Single Item: all participants in grade level group were present at session. |
Not Reported | No | Dosage/Adherence. It was
determined that all elements of the intervention were implemented with 100% accuracy. This is what is termed "Treatment Integrity" which is composed of the 3 items (2 adherence and 1 dosage) but, don't say how determined or calculated this. |
No |
| Yoga Program | CC- No LM - No |
Hagins, Haden, Daly (2013) |
Students |
Design: RCT,
with PE control Level Student IU: 15 students |
Total #:
approx. 30-45 (says 3 X per week in one place and 2 X per week in another) Weeks: 15 Session Length 50 minutes |
Not Reported | Not Reported |
Measures.
Student attendance at each session. Assessed in both Yoga and PE Control groups. |
Measures.
"Child Engagement Index" created in which Yoga & PE instructors completed index on each child twice within the trial period (approx. 5 weeks and 10 weeks). 3-point scale anchored by the terms "minimal", "moderate", and "maximum" engagement - narrative text describing each. Put form online via hyperlink as supplemental material for readers. |
No | Dosage. Mean attendance for yoga
group was 26.87 classes (SD=4.85); Mean attendance for PE group was 22.8 classes (SD=7.36). Responsiveness. Yoga Group: At Time 1 (5 weeks in) 10 students were maximally engaged, 4 were moderately engaged, and 0 were minimally engaged. At Time 2 (10 weeks in), 8 students maximally engaged, 5 students moderately engaged, and 0 minimally engaged. PE Group At Time 1 (5 weeks in) 6 students were maximally engaged, 8 were moderately engaged, and 0 were minimally engaged. At Time 2 (10 weeks in), 8 students maximally engaged, 5 students moderately engaged, and 0 minimally engaged. No sig differences in engagement between groups. |
No |
| Bent on Learning |
CC- No LM - No |
Berger et al. (2009) | Students |
Design: QED,
pre- post Level: After-school program IU: 39 students in 1 after-school program. |
Total #: 12 (1
per week) Weeks: 12 Session Length 1 hour |
Not Reported | Not Reported |
Measures. Attendance
for each student (yoga group only). Recorded by after- school program teachers. Also recorded if child unable to participate due to injury or if the yoga teacher was absent. Collected for 10 of the 12 classes. |
Not Reported | No | Dosage. Children attended
68.5% (SD=21.6) of yoga classes. This is an estimate as data were obtained for only 10 of 12 classes. |
No |
| Mindful Awareness for Girls through Yoga |
CC- No LM - No |
White (2012) | Students |
Design:
RCT Level School IU: 1 School (190 students) |
Total # 8
sessions (plus 60 minutes of homework practice/week) Weeks: 8 Session Length: 60 minutes weekly session + 10 min of HW 6 days/week |
Unclear if
Assessed Measures. Study fidelity maintained through Intervention manual 2) journal kept by interventionist c) an intervention checklist monitored by research assistants, d) written instructions, and e) homework with pictures and audio instructions, and f) feedback during sessions |
Not Reported |
Measures. 1)
Participant attendance at sessions and 2) Self-reported home practice of yoga. However, measures not described so don't know number of items or quant/qual. |
Not Reported | No | Dosage. 1) Session attendance
reported as a range (ranged between 3–8 sessions) and percent of participants completing all eight sessions (61.4%) & 2) Amount of home practice (which is defined as part of "dosage": Average frequency (10.8 times; SD=+/− 9.6). Ranged from 0–42 times Amount of home practice (which is defined as part of "dosage": Average frequency (10.8 times; SD=+/− 9.6). Ranged from 0–42 times Examined correlation between both participant dosage variables and all outcome variables. 1 was significant. That is, there was a positive correlation between home yoga practice and perceived stress (r=.29, p< .05) |
Yes |