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

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.”

项目概要/摘要 注意力缺陷/多动障碍 (ADHD) 是一种神经发育障碍，通常持续到 成年期的治疗主要是刺激性和非刺激性药物治疗； 正念等药物干预措施具有重要的实证支持。 ADHD 计划实践 (MAP) 是一项针对患有 ADHD 的成人的为期 8 周、以小组为基础的正念计划， 已被证明可以减少多动症、抑郁和焦虑症状，虽然有希望，但具体效果尚不清楚。 MAPs 方案对于患有 ADHD 的大学生是否可行、可接受且有效。 目前的研究朝着加强患有多动症的大学生的正念研究迈出了第一步 测试在 内交付的改编 MAP 协议的可行性、可接受性和初步功效 大学第一学期多动症大学生咨询中心的设置。 将通过阿拉巴马大学残疾服务办公室和沃福德学院招募 无障碍服务。在两个地点开发并测试了适应性 MAP 干预措施后，学生们 将被随机分配到经过调整的 MAP 或照常服务（SAU；标准学术支持服务 由大学残障/无障碍办公室提供），团体将包括 10 名一年级学生，并将进行管理。 秋季学期的 2 年期间（即，两个地点有 4 个 MAP 组；总 MAP n = 40；总 SAU n = 40）。 MAP 小组将由大学咨询中心训练有素的治疗师领导。 发生在使用 ADHD、认知节奏缓慢 (SCT)、焦虑、 和抑郁症状以及情绪调节和正念，我们的阻碍机制 该项目的目标是：1）调整、手动化和测试干预措施，2）进行试点随机对照试验。 与 SAU 相比调整后的 MAP 并检查可行性和可接受性措施以及临床结果， 3) 检查调整后的 MAP 干预是否改变了捕获的相关目标 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， 并记录了初步效果，患有多动症的大学生的正念可以继续 如果最终发现有效，该方案有可能得到广泛推广。 在大学咨询中心内传播，以对患有以下疾病的大学生产生更广泛的公共卫生影响 应该指出的是，发展转变对于患有多动症的人来说非常重要。 例如，国家心理健康研究所 (NIMH) 最近的资助机会中强调了这一点。 资助机会广泛关注发展转型 (RF-MH-20-100) 以及具体的 过渡，例如学前班到小学的过渡 (RFA-MH-21-230)，其目标是“预防或 预防同时发生的疾病或其他与多动症相关的障碍的出现。”