Based on the popular Soles of the Feet program, this groundbreaking resource for teachers offers a proven-effective, mindfulness-based intervention to reduce disruptive behavior in the classroom-so everyone can get back to learning. As a teacher, you know that some kids need extra help staying focused in the classroom. You've probably also lost countless hours of precious learning time in class due to student disruption. Whether kids are suffering from stress, a behavior disorder, or emotional issues-the good news is that there are real tools you can use to help children manage their feelings, stay on task, and reach their full potential. This book will show you how. In Mindfulness in the Classroom, two experts in the field of mindfulness research, child psychology, and school psychology offer a mindfulness-based intervention to help support a healthy learning environment. Based on the authors' Soles of the Feet program, this book provides an evidence-based strategy to help you put a stop to disruptive behavior in the classroom, and help kids be their very best. Without early intervention for disruptive behaviors, many students will maintain these behaviors as adults. The Soles of the Feet program not only decreases disruptive behavior and increases teaching time, it also improves the long-term outcome for children experiencing behavior challenges-so they can thrive well into adulthood. Many kids need a little extra help staying focused in school-and teachers are in need of evidence-based resources to effectively limit disruption in the classroom. In Mindfulness in the Classroom, two experts in the field of mindfulness research, child psychology, and school psychology offer a proven-effective, mindfulness-based intervention strategy. Based on the authors' popular "Soles of the Feet" program, this book will help teachers reduce disruptive behavior in children and adolescents so everyone can get back to learning. Joshua C. Felver, PhD, ABPP, is assistant professor of psychology at Syracuse University, and co-director of clinical training in the School Psychology program. Felver teaches courses in child development, child and family interventions, and school-based mental health. His research broadly focuses on the development, implementation, and study of mindfulness-based interventions in school and community settings. He studies how mindfulness-based interventions can be implemented in schools to support academic functioning and classroom behavior, and investigates the neurobiological mechanisms of contemplative practices. Nirbhay N. Singh, PhD, is clinical professor of psychiatry and health behavior at the Medical College of Georgia, Augusta University, certified behavior analyst, and developer of the Mindfulness-Based Positive Behavior Support (MBPBS) program. He is the editor-in-chief of Mindfulness and Advances in Neurodevelopmental Disorders. Singh is based out of Raleigh, NC. Foreword writer Robert Horner, PhD, is a professor emeritus of special education at the University of Oregon, is affiliated with Educational and Community Supports, and is the director of the Technical Assistance Center on Positive Behavioral Interventions and Supports. Horner's history of research, grants management, and systems change efforts related to school reform and positive behavior support include helping schools and school administrators develop systems for embedding school-wide systems of positive behavior support. He currently codirects the OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports, and the OSEP Research and Demonstration Center on School-wide Behavior Support. Horner also codirects the Positive Behavior Research and Support research unit at the University of Oregon. Felver resides in Syracuse, NY; Singh resides in Raleigh, NC

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