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1.
Am J Intellect Dev Disabil ; 128(6): 411-424, 2023 11 01.
Article in English | MEDLINE | ID: mdl-37875273

ABSTRACT

Mindfulness-based programs can help lower psychological distress among parents of children with developmental disabilities. However, less is known about the functions of mindfulness in relation to parental outcomes. In a cross-sectional survey, mothers of children with developmental disabilities (N = 313) reported on their child's behavior problems, trait mindfulness, mindful parenting, and a range of outcomes (anxiety and depression symptoms, parenting stress, family satisfaction, and positive gain). Neither trait mindfulness or mindful parenting acted as moderators between child behavior problems and outcome variables, although both had main effect (compensatory) associations with parent outcomes. Benefits of mindfulness-based programs may be general rather than specifically in the context of high child behavior problems, given the lack of evidence for the moderating function of mindfulness.


Subject(s)
Mindfulness , Problem Behavior , Child , Female , Humans , Cross-Sectional Studies , Parents/psychology , Mothers/psychology , Parenting/psychology
2.
BMJ Open ; 13(3): e067819, 2023 03 15.
Article in English | MEDLINE | ID: mdl-36921950

ABSTRACT

INTRODUCTION: Mindfulness-based programmes (MBPs) have an established, growing evidence base as interventions to optimise health, well-being and performance of individual participants. Emerging evidence suggests that MBPs also enhance prosociality, encouraging individuals to contribute to positive social change. This study focuses on the potential of MBPs to facilitate development of participants' inner resources that support prosocial shifts. The review seeks to detect shifts in MBP benefit from individual toward 'bigger than self', informing and empowering individual and collective responses to complex societal and global issues. The review aims to map current literature on MBPs and social change, into a descriptive overview with commentary on quality, trends, theoretical models and gaps, and on how training in MBPs potentially enables individual and collective responses to societal and global issues. Recommendations for future directions for researchers seeking to advance this evidence base, and practitioners developing innovative MBPs for this purpose will be provided. METHODS AND ANALYSIS: A scoping review of peer-reviewed literature will be undertaken and reported on according to the Joanna Briggs Institute (JBI) Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews guidance. Systematic searches of four scientific databases will be undertaken to identify potentially eligible articles published from all time to current date. Data will be extracted using an extraction template and analysed descriptively using narrative synthesis. ETHICS AND DISSEMINATION: This scoping review involves no human participants, so ethics is not required. Findings will be shared through professional networks, conference presentations and journal publication.


Subject(s)
Mindfulness , Humans , Academies and Institutes , Databases, Factual , Narration , Peer Review , Research Design , Review Literature as Topic
3.
Glob Adv Health Med ; 10: 2164956121989949, 2021.
Article in English | MEDLINE | ID: mdl-33614255

ABSTRACT

The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) is a useful framework for supporting teacher development in the context of mindfulness-based supervision (MBS). It offers a framework that enhances clarity, develops reflexive practice, gives a structure for feedback, and supports learning. MBS is a key component of Mindfulness-Based Program (MBP) teacher training and ongoing good practice. Integrating the MBI:TAC within the MBS process adds value in a number of ways including: offering a shared language around MBP teaching skills and processes; framing the core pedagogical features of MBP teaching; enabling assessment of developmental stage; and empowering supervisees to be proactive in their own development. The paper lays out principles for integrating the MBI:TAC framework into MBS. The supervisor needs awareness of the ways in which the tool can add value, and the ways it can inadvertently interrupt learning. The tool enables skills clarification, but the learning process needs to remain open to spontaneous experiential discovery; it can enable structured feedback but space is also needed for open reflective feedback; and it can enable conceptual engagement with the teaching process but space is needed for the supervisee to experientially sense the teaching process. The tool needs to be introduced in a carefully staged way to create optimal conditions for learning at the various stages of the MBP teacher-training journey. Practical guidance is presented to consolidate and develop current practice. The principles and processes discussed can be generalized to other forms of reflective dialogue such as mentoring, tutoring and peer reflection groups.

4.
Glob Adv Health Med ; 9: 2164956120964733, 2020.
Article in English | MEDLINE | ID: mdl-33110709

ABSTRACT

BACKGROUND: The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) is a widely used tool for assessing fidelity in mindfulness-based program (MBP) research and training. It also supports MBP teacher reflective and skill development. MBI:TAC assessors review MBP teaching and rate the teaching on 6 domains. The MBI:TAC yields individual domain and overall scores, using 6 levels of competence. Although the MBI:TAC is widely used in MBP research and training, research is at an early stage. OBJECTIVE: We developed and tested a method of training MBI:TAC assessors to use the tool reliably and examined interrater reliability of the tool. METHODS: A total of 31 international senior MBP teachers were recruited to join an online training to build their skills in using the MBI:TAC. The training systematically and iteratively built familiarity and skills in assessing the 6 MBI:TAC domains. Qualitative and quantitative data on trainee's experience of the training were gathered. Interrater reliability in using the tool was tested each week of the training. At the end of the training, interrater reliability was tested by asking trainees to individually assess videos that they had not previously seen. Their ratings were compared to benchmark assessments, which had been established via consensus agreement between 4 expert users of the MBI:TAC. RESULTS: The training was well received and appreciated, with some challenges experienced in applying the assessment methodology. Participants' ratings became progressively more in line with one another and the benchmark ratings during the training. At the end, interrater reliability was high (ranging from 0.67 to 1.0). CONCLUSION: It is possible for senior MBP trainers, coming from different regions in the world, to align toward common understandings of the elements of MBP teaching competence and program integrity. An assessor training methodology was tested, and the learning from this project has led to refinements for future delivery.

5.
J Autism Dev Disord ; 48(4): 1108-1121, 2018 04.
Article in English | MEDLINE | ID: mdl-29322385

ABSTRACT

There is variability in the extent to which mothers are affected by the behavior problems of their children with developmental disabilities (DD). We explore whether maternal resilience functions as a protective or compensatory factor. In Studies 1 and 2, using moderated multiple regression models, we found evidence that maternal resilience functioned as a compensatory factor-having a significant independent main effect relationship with well-being outcomes in mothers of children with DD and autism spectrum disorder. However, there was no longitudinal association between resilience and maternal well-being outcomes. There was little evidence of the role of resilience as a protective factor between child behavior problems and maternal well-being in both studies.


Subject(s)
Autism Spectrum Disorder/psychology , Developmental Disabilities/psychology , Mothers/psychology , Resilience, Psychological , Adult , Child , Child, Preschool , Female , Humans , Male , Problem Behavior , Protective Factors
6.
J Intellect Disabil ; 22(2): 135-153, 2018 Jun.
Article in English | MEDLINE | ID: mdl-28105897

ABSTRACT

This study utilized a mixed methods approach to examine the feasibility and acceptability of group compassion focused therapy for adults with intellectual disabilities (CFT-ID). Six participants with mild ID participated in six sessions of group CFT, specifically adapted for adults with ID. Session-by-session feasibility and acceptability measures suggested that participants understood the group content and process and experienced group sessions and experiential practices as helpful and enjoyable. Thematic analysis of focus groups identified three themes relating to (1) direct experiences of the group, (2) initial difficulties in being self-compassionate and (3) positive emotional changes. Pre- and post-group outcome measures indicated significant reductions in both self-criticism and unfavourable social comparisons. Results suggest that CFT can be adapted for individuals with ID and provide preliminary evidence that people with ID and psychological difficulties may experience a number of benefits from this group intervention.


Subject(s)
Empathy , Intellectual Disability/rehabilitation , Outcome Assessment, Health Care , Psychotherapy, Group/methods , Self Concept , Adult , Feasibility Studies , Female , Humans , Male , Patient Acceptance of Health Care
7.
Int J Dev Disabil ; 64(4-5): 288-296, 2017 May 26.
Article in English | MEDLINE | ID: mdl-34141317

ABSTRACT

Objectives: Behavioral and emotional problems exhibited by children with intellectual and developmental disabilities (IDD) have been identified as significant stressors for family members in both cross-sectional and longitudinal research. However, there is variability in the extent to which family members are affected by behavioral and emotional problems. In the present study, we explored whether perceived social support, positive perceptions, or coping style explain some of this variability and specifically whether these three variables function as protective factors. Methods: One hundred and thirty-eight mothers of children aged between four and 18 years old with IDD participated in a cross-sectional survey. Results: Using moderated multiple regression models, we found consistent evidence that perceived social support functioned as a protective factor - affecting the relationship between child behavioral and emotional problems and maternal depression, life satisfaction, and positive affect. There was no evidence that coping and positive perceptions acted as a protective factors. Conclusion: Building social support through parental interventions, especially in families of children with behavioral and emotional problems, may result in improved well-being for mothers of children with IDD.

8.
Br J Clin Psychol ; 56(1): 16-32, 2017 Mar.
Article in English | MEDLINE | ID: mdl-27878840

ABSTRACT

OBJECTIVES: Considerable variation has been reported in the prevalence and correlates of challenging behaviour (CB) in adults with intellectual disabilities (ID). To provide a robust estimate of prevalence, we identified the entire administrative population of adults with ID in a defined geographical area and used a behaviour assessment tool with good psychometric properties. METHODS: Data from 265 adults who were known to services were collected using a demographic survey tool and the Behavior Problems Inventory - Short Form. The prevalence of self-injurious, aggressive/destructive, stereotyped, and overall CB was evaluated. We explored the potential of developing cumulative risk indices (CRI) to inform longitudinal research and clinical practice. RESULTS: The prevalence of overall CB was 18.1% (95% CI: 13.94-23.19%). The prevalence of self-injurious behaviour was 7.5% (95% CI: 4.94-11.37%), aggressive-destructive behaviour 8.3% (95% CI: 5.54-12.25%), and stereotyped behaviour 10.9% (95% CI: 7.73-15.27%). Communication problems and severity of ID were consistently associated with higher risk of CBs. CRIs were significantly associated with CBs, and the five methods of CRI development produced similar results. CONCLUSIONS: Findings suggest a multi-element response to CB is likely to be required that includes interventions for communication and daytime activity. Exploratory analyses of CRIs suggested these show promise as simple ways to capture cumulative risk in this population. Subject to longitudinal replication, such a tool may be especially useful in clinical practice to identify adults who are priority for interventions and predict future demand on services. PRACTITIONER POINTS: The prevalence of challenging behaviour (CB) was 18.1% in this total population study. Stereotypy was the most frequent type of CB. Communication difficulties and severe-profound intellectual disabilities were most systematically related to the presence of CB. Establishing the effect of multiple risk factors is likely to identify people who are priority for interventions. Addressing multiple, rather than singular risks, is likely to be more efficacious. We tested five different methods of putting together a multiple risk index. All methods provided a reasonable association with CB. The most user-friendly method was the additive cumulative risk index (CRI). Limitations This is a cross-sectional design which enabled factors currently associated with CB to be identified for the whole cohort, but these variables may not be those conferring risk for the development or maintenance of CB over time. Future longitudinal research is required to replicate these CRI analyses before concluding about the CRI method with the highest predictive validity.


Subject(s)
Aggression/psychology , Intellectual Disability/psychology , Problem Behavior/psychology , Self-Injurious Behavior/epidemiology , Stereotyped Behavior/physiology , Adult , Cross-Sectional Studies , Female , Humans , Male , Middle Aged , Prevalence , Risk Factors , Self-Injurious Behavior/psychology , Young Adult
9.
J Autism Dev Disord ; 44(5): 1230-5, 2014 May.
Article in English | MEDLINE | ID: mdl-24141746

ABSTRACT

Debate is ongoing about whether typically developing siblings of children with autism spectrum disorder (ASD) are at greater risk of behavioral or emotional problems than siblings of children without ASD. Most data on behavior is provided by mothers, and we do not know whether fathers' reports differ. The strengths and difficulties questionnaire (Goodman in J Child Psychol Psychiatry 38(5):581-586, 1997) was completed by 168 mothers and 130 fathers. Parents were more likely to rate siblings as having 'abnormal' behavior when compared to a normative population. We found moderate correlations between mother-father ratings. More research may be needed to understand any clinical benefits of gathering data about sibling adjustment from more than one parent in the family. Implications for clinical practice and future research are discussed.


Subject(s)
Child Development Disorders, Pervasive/psychology , Emotions , Fathers/psychology , Mothers/psychology , Siblings/psychology , Adaptation, Psychological , Adolescent , Adult , Child , Child, Preschool , Female , Humans , Male , Middle Aged
10.
Am J Intellect Dev Disabil ; 118(4): 262-83, 2013 Jul.
Article in English | MEDLINE | ID: mdl-23937369

ABSTRACT

We evaluated autism spectrum disorder (ASD) characteristics and social behavior in Angelman (AS; n  =  19; mean age  = 10.35 years), Cornelia de Lange (CdLS; n  =  15; mean age  = 12.40 years), and Cri du Chat (CdCS, also known as 5 p-syndrome; n  =  19; mean age  =  8.80 years) syndromes. The proportion of individuals meeting the ASD cutoff on the Social Communication Questionnaire was significantly higher in the AS and CdLS groups than in the CdCS group (p < .01). The groups demonstrated divergent social behavior profiles during social conditions in which adult availability, adult familiarity, and social demand were manipulated. Social enjoyment was significantly heightened in AS, whereas social approaches were heightened in individuals with CdCS. Social motivation, social communication, and enjoyment were significantly lower in CdLS. The findings highlight the importance of detailed observation when evaluating ASD and social behavior in genetic syndromes.


Subject(s)
Angelman Syndrome/physiopathology , Child Development Disorders, Pervasive/physiopathology , Cri-du-Chat Syndrome/physiopathology , De Lange Syndrome/physiopathology , Social Behavior , Adolescent , Adult , Angelman Syndrome/epidemiology , Child , Child Development Disorders, Pervasive/epidemiology , Child, Preschool , Comorbidity , Cri-du-Chat Syndrome/epidemiology , De Lange Syndrome/epidemiology , Female , Humans , Interpersonal Relations , Male , Phenotype , Psychiatric Status Rating Scales , Psychological Tests , Qualitative Research , Surveys and Questionnaires , Young Adult
11.
J Intellect Dev Disabil ; 37(3): 237-47, 2012 Sep.
Article in English | MEDLINE | ID: mdl-22852754

ABSTRACT

BACKGROUND: The experiences of older parents of adults with Asperger syndrome have not been explored in the research literature. METHOD: Four families who had middle-aged offspring with Asperger syndrome were interviewed (3 mothers and 1 couple), and the interviews were analysed using interpretative phenomenological analysis (IPA). RESULTS: Six themes emerged from the analysis: (a) providers of "hidden" support, (b) role of advocate, (c) social isolation, (d) intrafamilial relationships, (e) support for parents, and (f) future concerns. CONCLUSIONS: The findings of this study offer insight into the experience of parents of adult sons with Asperger syndrome. Implications for future support interventions and research are suggested.


Subject(s)
Adaptation, Psychological , Adult Children/psychology , Asperger Syndrome/diagnosis , Asperger Syndrome/psychology , Parents/psychology , Quality of Life/psychology , Adult , Aged , Family , Female , Humans , Interpersonal Relations , Interviews as Topic , Male , Middle Aged , Qualitative Research , Social Isolation , Social Support , Socioeconomic Factors , Stress, Psychological
12.
Behav Modif ; 36(3): 298-319, 2012 May.
Article in English | MEDLINE | ID: mdl-22569577

ABSTRACT

The authors report 1-year outcomes for 11 children (3-7 years) with autism who attended an "Applied Behavior Analysis (ABA) classroom" educational intervention in a mainstream school setting. The children learned new skills by the end of 1 year and learned additional skills during a 2nd year. Group analysis of standardized test outcomes (IQ and adaptive behavior) showed moderate to large effect size changes over 1 year, with further changes during a 2nd year. Standardized test outcomes for nine children after 2 years were also analyzed against a comparison group (n = 18) of children with autism receiving "education as usual." These controlled comparisons were associated with statistically significant large effects in favor of the ABA group for adaptive skills. Exploratory analysis also showed that increases in language and learning skills in the ABA class group were generally associated with positive changes in standardized test scores. A comprehensive behavioral intervention model can be successfully implemented in a mainstream school setting.


Subject(s)
Autistic Disorder/therapy , Behavior Therapy/methods , Disabled Children/education , Mainstreaming, Education/methods , Child , Child, Preschool , Female , Humans , Learning Disabilities/therapy , Male , Models, Educational , Schools , Treatment Outcome
13.
Autism ; 16(5): 532-46, 2012 Sep.
Article in English | MEDLINE | ID: mdl-21610188

ABSTRACT

The experiences of individuals in middle adulthood with Asperger syndrome have been the subject of little previous research, especially in terms of their experience of support services. In the present research, 11 adults with Asperger syndrome were interviewed. Interpretative phenomenological analysis (IPA) was used to interpret the interviews. Four themes emerged from the analysis: living with Asperger syndrome; employment issues; experiences with mainstream support; and future steps towards supporting adults with Asperger syndrome. The findings highlighted the anxiety, depression, and communication difficulties that people with Asperger syndrome may experience. Much of the available support is perceived as unsuitable for individuals with Asperger syndrome. All participants wanted to remain as independent as possible, and believed an individualized approach to support would be greatly beneficial. Recommendations are made for future practice to help support adults with Asperger syndrome.


Subject(s)
Asperger Syndrome/psychology , Health Services Needs and Demand , Mental Health Services , Social Work , Adult , Anxiety/complications , Anxiety/psychology , Anxiety/therapy , Asperger Syndrome/complications , Asperger Syndrome/therapy , Depression/complications , Depression/psychology , Depression/therapy , Employment/psychology , Female , Humans , Male , Middle Aged , Qualitative Research
15.
J Autism Dev Disord ; 40(5): 610-9, 2010 May.
Article in English | MEDLINE | ID: mdl-19936904

ABSTRACT

Mothers of children with Down syndrome, autism, and mixed etiology intellectual disabilities, matched on child age, gender, and communication skills (n = 19 in each group) completed measures of their child's adaptive and problem behaviors, their own parenting stress, and positive perceptions of their child. Children with autism were rated as having more problem behaviors and lower levels of social competence than children with Down syndrome and mixed etiology intellectual disabilities. Mothers of children with autism scored lower on positive perceptions of their child, and higher on stress than the other two groups. After selecting closely matched groups, we found several group differences in child behavior but little evidence of group differences in maternal outcomes.


Subject(s)
Autistic Disorder/psychology , Child Behavior Disorders/psychology , Down Syndrome/psychology , Intellectual Disability/psychology , Mothers/psychology , Social Adjustment , Stress, Psychological/etiology , Adolescent , Adult , Case-Control Studies , Child , Child, Preschool , Female , Humans , Male , Mother-Child Relations , Parenting/psychology , Severity of Illness Index
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