The feasibility of an adapted virtual mindfulness intervention for Special Olympics athletes and their caregivers.

BACKGROUND: Virtual mindfulness may be helpful for individuals with intellectual disabilities in the context of COVID-related disruptions of in-person programming, such as Special Olympics (SO). This study examined the feasibility of a virtual mindfulness intervention for SO athletes and their caregivers. METHOD: SO athletes (n = 44) and their caregivers (n = 29) participated in a 6-week adapted virtual mindfulness intervention. Athletes completed mindfulness and well-being questionnaires prior to, immediately following, and 3-months post-intervention. Caregivers completed questionnaires assessing their own stress, mindfulness, and well-being, as well as athlete mental health. Exit interviews were conducted immediately following the intervention. RESULTS: The intervention was feasible in terms of demand, implementation, acceptability, and limited testing efficacy. There were significant improvements in athlete well-being and mental health, and caregiver stress and mindfulness post-intervention. CONCLUSIONS: Adapted virtual mindfulness groups may be an effective intervention in improving the well-being of adults with intellectual disabilities and their caregivers.

Erratum: Publisher Correction to: A Telecommunication Model to Teach Facilitators to Deliver Acceptance and Commitment Training.

[This corrects the article DOI: 10.1007/s40617-021-00628-x.].

Virtual group-based mindfulness program for autistic women: A feasibility study.

BACKGROUND: Autistic women experience life differently than autistic men. For example, autistic women tend to be diagnosed significantly later than autistic men, they experience a higher number of traumas, and are at increased risk for mental health conditions. Given gender-specific life experiences, autistic women may benefit from gender-specific group-based supports. Virtual mindfulness has been shown to be helpful in improving well-being among autistic adults; however, limited research has explored the impact of virtual mindfulness when it is delivered to a group of autistic women only. OBJECTIVES: The aim of this article is to describe a preliminary evaluation of a virtual mindfulness group piloted for autistic women. Five key areas of feasibility were assessed in the current study: demand, implementation, acceptability, practicality, and limited efficacy testing. METHODS: Twenty-eight women participated in a 6-week virtual autism-informed mindfulness program and were asked to complete measures assessing psychological distress, self-compassion, and mindfulness at pre and post. Participants were also asked to complete a satisfaction survey after the program. RESULTS: Results showed that the program was feasible in terms of demand, implementation, practicality, and acceptability. While quantitative results showed there were no changes in psychological distress, self-compassion, and mindfulness from pre- to post-program, qualitative results showed some benefits. CONCLUSION: Given the unique challenges that some autistic women experience, offering groups to autistic women may have some value and it would be important to continue exploring this topic area.

Virtual Group-Based Mindfulness Intervention for Autistic Adults: a Feasibility Study.

Objectives: Although mindfulness-based interventions have been shown to be helpful in reducing psychological distress in autistic adults, limited research has explored virtual delivery in the autism community. We designed an adapted virtual group-based mindfulness intervention, based on input from autistic adults, and evaluated its feasibility in terms of demand, acceptability, implementation, practicality, adaptation, and limited efficacy testing. Methods: Informed by an online needs assessment survey of 77 autistic adults, 37 individuals completed a six-week autism informed manualized course delivered virtually. Participants completed pre, post, and 12-week follow up, and also provided qualitative feedback. Results: There was a demand for the course, adaptations were successful, and participants indicated good acceptability of the intervention. Open-ended feedback highlighted advantages and challenges with the technology, the benefits of connecting with other autistic adults, and unique aspects of the mindfulness instruction. Participants reported reduced levels of distress which were maintained at three-month follow-up, and increased mindfulness, and self-compassion. Conclusions: Autism-informed adaptations to standard mindfulness-based interventions can lead to self-reported improvements in mindfulness, self-compassion, and distress by autistic adults. Continued research with outcome measures tailored toward autistic adults will be important, during and post-pandemic.

A Telecommunication Model to Teach Facilitators to Deliver Acceptance and Commitment Training.

Providing mediator training using a telecommunication format increases access to training by reducing geographical and financial barriers, while maintaining or increasing efficiency. Limited research has implemented this format to train facilitators in acceptance and commitment training (ACT), an empirically supported intervention. The aim of this research was to examine the efficacy of behavioural skills training via telecommunication for training novice facilitators to provide ACT to caregivers of individuals with neurodevelopmental disabilities. This two-part study involved concurrent multiple-baseline designs, each across 4 participants. Quantitative data on fidelity and confidence were collected at baseline, post-training, and at 1-month follow-up. The results from this study provide preliminary support for the use of behavioural skills training via telecommunication to train ACT facilitators. Increasing the number of competently trained facilitators will help build capacity to increase access to ACT across geographical regions. Supplementary Information: The online version contains supplementary material available at 10.1007/s40617-021-00628-x.

Preventing and Treating Diabetes in Canadian Adults With Intellectual and Developmental Disabilities.

Despite emerging evidence that individuals with intellectual and developmental disabilities (IDD) have a high prevalence of diabetes, Canada does not have a strategy to address diabetes in this population. The aim of this review was to review effective health policies and practices to improve diabetes prevention and management developed by other jurisdictions in response to the high prevalence of diabetes among individuals with IDD. To do so, a narrative literature review was conducted based on 18 studies, in addition to 3 examples of resources, 2 systematic reviews, the Canadian diabetes guidelines, the UK diabetes guidelines and Kachika's "NHS RightCare Pathway" report. Consistent with the "Diabetes 360°: A Framework for a Diabetes Strategy for Canada" report, findings were summarized under 3 themes: 1) diabetes prevention and health promotion, 2) diabetes screening and 3) diabetes self-management. We also identified 2 additional areas that cut across all 3 of the themes: 1) diabetes health literacy and 2) role of carers in prevention, screening and treatment efforts. Our review identifies strategies to meet the unique needs of people with IDD who have diabetes, in order to encourage Canadian initiatives to address these needs.

Raising a child with special needs: the perspective of caregivers.

PURPOSE: Among Canadian children 14 years or younger, an estimated 202 350 (3.7%) are currently diagnosed with a disability. Because of the amount of care and attention children with disabilities require, parents of these children may also experience tribulations. For the sake of this article, tribulations refer to difficulties. Therefore, the purpose of this research was to examine the lived experiences of caregivers of children with disabilities. DESIGN: A qualitative approach, more specifically phenomenology, was utilized to guide this research. SAMPLE: Eight participants (5 biological mothers, 2 adoptive mothers, and 1 father) were recruited from a facility in Southern Ontario that serves children with physical and developmental disabilities. METHODS: Background questionnaires were completed, and 1-on-1 semistructured interviews were conducted with 8 caregivers of children with disabilities. RESULTS: The following themes emerged: (1) life as a caregiver, (2) impact on siblings as perceived by the parents, and (3) changes as a result of having a child with disabilities. This article addresses only the theme "life as a caregiver." CONCLUSION: Overall, the research study revealed the lived experiences of raising a child with special needs by specifically focusing on the lives of caregivers. Despite the many difficulties encountered, caregivers identified positive aspects associated with raising a child with special needs and the coping mechanisms that assist them in managing their stressors. IMPLICATIONS: This research study provides valuable information regarding the lived experiences of caregivers of children with special needs. It may assist other individuals in similar situations by providing comfort knowing that they are not the only ones encountering this journey. It may also allow them to look at their life story with a more positive outlook. It can offer these individuals with coping mechanisms that may assist them in dealing with their stresses. Lastly, it contributes to research that examines the lives of caregivers of children with disabilities by relying on the voice of the caregivers.