Mindfulness Intervention for College Students with ADHD

多动症大学生的正念干预

• 批准号: 10730772
• 负责人: Dane Hilton
• 金额: $ 44.35万
• 依托单位: UNIVERSITY OF ALABAMA IN TUSCALOOSA
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-08-01 至 2026-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10730772
• 关键词: Academic support; Administrator; Adult; Age; Alabama; Attention; Attention deficit hyperactivity disorder; Awareness; Clinical; Cognitive; Counseling; Data; Data Collection; Development; Eligibility Determination; Evaluation; Executive Dysfunction; Funding Opportunities; Future; Goals; Group Practice; Impairment; Institution; International; Intervention; Life; Manuals; Measures; National Institute of Mental Health; Neurodevelopmental Disorder; Nursery Schools; Occupations; Outcome; Participant; Patient Self-Report; Pharmacotherapy; Prevalence; Protocols documentation; Public Health; Randomized; Randomized, Controlled Trials; Reporting; Research; Research Design; Running; Sample Size; Services; Site; Stimulant; Students; Surveys; Symptoms; Testing; Training; Trier Social Stress Test; Universities; academic standard; acceptability and feasibility; anxiety symptoms; college; depressive symptoms; disability; dual diagnosis; efficacious treatment; elementary school; emotion regulation; experience; falls; feasibility testing; follow-up; high risk; high school; higher education; improved; innovation; mindfulness; mindfulness intervention; peer; prevent; programs; psychosocial; recruit; response; services as usual; success; sustained attention; trait; trial design; university student; Academic support; Administrator; Adult; Age; Alabama; Attention; Attention deficit hyperactivity disorder; Awareness; Clinical; Cognitive; Counseling; Data; Data Collection; Development; Eligibility Determination; Evaluation; Executive Dysfunction; Funding Opportunities; Future; Goals; Group Practice; Impairment; Institution; International; Intervention; Life; Manuals; Measures; National Institute of Mental Health; Neurodevelopmental Disorder; Nursery Schools; Occupations; Outcome; Participant; Patient Self-Report; Pharmacotherapy; Prevalence; Protocols documentation; Public Health; Randomized; Randomized, Controlled Trials; Reporting; Research; Research Design; Running; Sample Size; Services; Site; Stimulant; Students; Surveys; Symptoms; Testing; Training; Trier Social Stress Test; Universities; academic standard; acceptability and feasibility; anxiety symptoms; college; depressive symptoms; disability; dual diagnosis; efficacious treatment; elementary school; emotion regulation; experience; falls; feasibility testing; follow-up; high risk; high school; higher education; improved; innovation; mindfulness; mindfulness intervention; peer; prevent; programs; psychosocial; recruit; response; services as usual; success; sustained attention; trait; trial design; university student

Project Summary/Abstract Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder that commonly persists into adulthood. Stimulant and non-stimulant pharmacotherapies are the mainstay of treatment; however, non- pharmacological interventions such as mindfulness have significant empirical support. The Mindful Awareness Practices (MAPs) for ADHD program, an 8-week, group-based mindfulness program for adults with ADHD, has been shown to reduce ADHD, depression, and anxiety symptoms. While promising, it is unknown as to whether the MAPs protocol is feasible, acceptable, and efficacious for college students with ADHD. The current study takes the first step towards enhanced study of mindfulness for college students with ADHD by testing the feasibility, acceptability, and preliminary efficacy of an adapted MAPs protocol delivered within university counseling center settings during the first semester of college. First-year college students with ADHD will be recruited through the University of Alabama’s Office of Disability Services and Wofford College’s Accessibility Services. After developing and beta testing an adapted MAPs intervention at both sites, students will be randomized to adapted MAPs or Services-As-Usual (SAU; standard academic support services provided by university disability/accessibility offices). Groups will include 10 first-year students and will be run over a 2-year period in the fall semesters (i.e., 4 MAPs groups across the two sites; total MAPs n = 40; total SAU n = 40). MAPs groups will be led by trained therapists in university counseling centers. Assessments will occur at pre, post, and 6-month follow-up using measures of ADHD, sluggish cognitive tempo (SCT), anxiety, and depression symptoms along with emotion regulation and mindfulness, our hypothesized mechanisms of change. Aims of the project are to: 1) adapt, manualize, and beta test the intervention, 2) conduct a pilot RCT of adapted MAPs compared to SAU and examine feasibility and acceptability measures and clinical outcomes, and 3) examine whether the adapted MAPs intervention changes the targets hypothesized to be associated with changes in clinical outcomes (i.e., emotional regulation, mindfulness). If adequate feasibility, acceptability, and preliminary efficacy are documented, mindfulness for college students with ADHD can continue to be evaluated in larger trials. If ultimately found to be efficiacious, this protocol has the potential to be widely disseminated within college counseling centers to have a broader public health impact for college students with ADHD. It should be noted that the importance of developmental transitions for those with ADHD has been highlighted in recent funding opportunities at the National Institute of Mental Health (NIMH). For example, funding opportunities have focused on developmental transitions broadly (RF-MH-20-100) as well as specific transitions such as the preschool to elementary school transition (RFA-MH-21-230) with the goal to “prevent or forestall the emergence of co-occurring disorders or additional ADHD-related impairments.”

项目摘要/摘要 注意缺陷/多动症（ADHD）是一种神经发育障碍，通常持续到 成年。刺激性和非刺激药物疗法是治疗的主要手段。但是，非 正念等药理干预措施具有大量的经验支持。正念意识 ADHD计划的实践（MAP）是为期8周的基于小组的正念计划，适用于ADHD的成年人 被证明可以减少多动症，抑郁症和焦虑症状。虽然很有希望，但未知 对于ADHD的大学生而言，地图协议是否可行，可接受且有效。这 当前的研究迈出了第一步，以增强对ADHD大学生的正念研究 测试在内部提供的适应地图协议的可行性，可接受性和初步效率 大学咨询中心的环境。一年级大学生多动症 将通过阿拉巴马大学的残疾人服务办公室和沃夫德学院的 可访问性服务。在两个站点开发和Beta测试了改编的地图干预后，学生 将被随机分配给适用的地图或服务（SAU；标准学术支持服务 由大学残疾/可及性办公室提供）。小组将包括10个一年级学生，并将竞选 在秋季学期的2年内（即两个地点的4个地图组；总地图n = 40；总计 sau n = 40）。地图小组将由大学咨询中心的训练有素的治疗师领导。评估将 使用ADHD，慢慢的认知节奏（SCT），动画，动画，在前，邮政和6个月的随访中发生 以及抑郁症状以及情绪调节和正念，我们假设的机制 改变。该项目的目的是：1）调整，手​​动化和β测试干预措施，2）进行飞行员RCT 与SAU相比，适应地图的可行性和可接受性指标和临床结果， 3）检查改编的地图干预是否改变了被假设是关联的目标 随着临床结果的变化（即情绪调节，正念）。如果有足够的可行性，可接受性， 并记录了初步效率，对患有多动症的大学生的正念可以继续 在较大的试验中进行了评估。如果最终发现这是有效的，则该协议有可能广泛 在大学咨询中心内传播，以对具有更大的公共卫生影响 多动症。应当指出的是，发育过渡的重要性对于患有多动症的人已经 美国国家心理健康研究所（NIMH）最近的资助机会强调了。例如， 资金机会一直集中在开发过渡上（RF-MH-20-100）以及具体 诸如幼儿园到小学过渡（RFA-MH-21-230）之类的过渡，其目标是“预防或 阻止了同时发生的疾病或其他与ADHD相关的障碍的出现。”