Mindfulness-based approaches for young people with autism spectrum disorder and their caregivers: Do these approaches hold benefits for teachers

Abstract

Parents and teachers who care for and educate young people with Autism Spectrum Disorder (ASD) face unique challenges associated with their roles. In this review we investigated the efficacy of mindfulness-based interventions in reducing stress and increasing positive behaviours in young people with ASD and their caregivers: parents and teachers. Nine studies on the topic were located, showing that the research base in this field is in the infancy stage. Each study illuminated the transformational change caregivers and young people experience after practicing mindfulness training (MT). The results also highlighted the interdependent relationship between the caregivers ' level of mindfulness and their child's pro-social behaviours. We recommend that future researchers focus on understanding mindfulness as a relational practice as well as how the practice can support teachers who care for and educate students with ASD.