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.”

项目摘要/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 成人期。兴奋剂和非兴奋剂药物治疗是主要的治疗方法；然而，非兴奋剂药物治疗 药物干预，如正念，有重要的经验支持。正念意识 ADHD计划的实践(MAP)，一个为期8周的、基于小组的ADHD成人正念计划，有 已被证明可以减少ADHD、抑郁和焦虑症状。虽然很有希望，但尚不清楚 MAP方案对ADHD大学生是否可行、可接受、有效。这个 目前的研究为加强对ADHD大学生的正念研究迈出了第一步 测试修改后的MAP协议的可行性、可接受性和初步有效性 大学第一学期期间大学心理咨询中心的设置。患有多动症的一年级大学生 将通过阿拉巴马大学的残疾服务办公室和沃福德学院的 辅助功能服务。在两个网站开发并测试了适应的地图干预措施后，学生们 将随机使用调整后的地图或照常提供的服务(SAU；标准学术支持服务 由大学残疾/无障碍办公室提供)。团体将包括10名一年级学生，并将 在秋季学期的两年期间内(即，两个地点的4个地图组；总地图n=40；总计 SAU n=40)。MAP小组将由大学咨询中心训练有素的治疗师领导。评估将 在治疗前、治疗后和6个月后进行ADHD、认知节拍迟缓、焦虑、 以及抑郁症状以及情绪调节和正念，我们假设的 变化。该项目的目标是：1)调整、操作和测试干预措施；2)进行随机对照试验 将适应的MAP与SAU进行比较，并检查可行性和可接受性措施以及临床结果， 以及3)检查适配的MAP干预是否改变了假设要关联的目标 随着临床结果的变化(例如，情绪调节、正念)。如果有足够的可行性、可接受性、 和初步疗效被记录在案，对患有ADHD的大学生的正念可以继续 在更大的试验中进行了评估。如果最终发现该协议是有效的，则该协议有可能广泛应用 在大学咨询中心内传播，对大学生的公共健康产生更广泛的影响 多动症。应该指出的是，对于ADHD患者来说，发育过渡的重要性一直是 在国家精神卫生研究所(NIMH)最近的资助机会中强调了这一点。例如, 供资机会侧重于广泛的发展过渡(RF-MH-20-100)以及具体的 过渡，如学龄前到小学的过渡(RFA-MH-21-230)，目标是“预防或 预防共病或与ADHD相关的额外损害的出现。