Mindfulness Intervention for College Students with ADHD

项目总结/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 成年兴奋剂和非兴奋剂药物疗法是治疗的主要手段;然而， 诸如正念的药物干预具有重要的经验支持。的正念意识 实践（地图）的多动症计划，一个为期8周的，以小组为基础的正念计划的成年人多动症， 被证明可以减少多动症，抑郁和焦虑症状。虽然前景看好，但尚不清楚 MAPs治疗方案对ADHD大学生是否可行、可接受和有效。的 目前的研究迈出了加强ADHD大学生正念研究的第一步， 测试的可行性，可接受性，和初步的有效性，适应地图协议内交付 大学第一学期设置大学咨询中心。患有ADHD的大学一年级学生 将通过亚拉巴马大学残疾人服务办公室和沃福德学院的 无障碍服务。在两个地点开发和beta测试了适应性MAP干预措施后， 将被随机分配到适应性地图或服务作为教学（SAU;标准的学术支持服务 由大学残疾人/无障碍办公室提供）。小组将包括10名一年级学生， 在秋季学期的2年期间（即，两个研究中心的4个MAP组;总MAP n = 40;总 SAU n = 40）。MAPs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个月随访时，使用ADHD、缓慢认知节奏（SCT）、焦虑、 和抑郁症状沿着情绪调节和正念，我们假设的 变化该项目的目标是：1）调整，手册化和beta测试干预措施，2）进行试点RCT 适应性MAP与SAU相比，并检查可行性和可接受性措施以及临床结局， 以及3）检查适应的MAPs干预是否改变了假设相关的靶点 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， 和初步的疗效记录，正念与多动症的大学生可以继续 在更大的试验中进行评估。如果最终被发现是有效的，该协议有可能被广泛使用。 在大学咨询中心内传播，对大学生产生更广泛的公共卫生影响， 多动症。应该指出的是，对于ADHD患者来说，发育过渡的重要性已经得到了证实。 在国家精神卫生研究所（NIMH）最近的资助机会中突出显示。比如说， 资助机会主要集中在广泛的发展转型（RF-MH-20 - 100）以及具体的 过渡，如学前班到小学的过渡（RFA-MH-21 - 230），其目标是"预防或 预防并发症或其他ADHD相关损伤的出现。"

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.”