A study was conducted to teach young children with Autism to engage in mindfulness activities. The study had two purposes. First, it examined the efficacy of teaching young children with Autism mindfulness activities. Second, it reviewed the relationship between mindfulness skill acquisition and the hourly rates of disruptive behavior for three individuals diagnosed with Autism Spectrum Disorder. The three participants were taught self-chosen and physically based mindfulness activities and levels of disruptive behaviors were measured throughout. All three children successfully mastered the use of mindfulness in stressful situations and all three experienced a decrease in levels of disruptive behaviors below baseline levels. Furthermore, social validity interviews highlighted the caregiver and participant appreciation of the mindfulness intervention.
