Evaluation of a Mindfulness-based Intervention for Adolescents with Learning Disabilities and Co-occurring ADHD and Anxiety

Haydicky, Jillian; Wiener, Judith; Badali, Paul; Milligan, Karen; Ducharme, Joseph M.

doi:10.1007/s12671-012-0089-2

Cited by 109 publications

(117 citation statements)

References 63 publications

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“…There is a growing recognition of the need for new empowering approaches in order to activate personal resources in students with LD. Of particular note is the literature on technology-supported approaches (Haydicky et al 2012;Heiman 2012). Use of mobile phone-supported interventions (e.g.…”

Section: Discussionmentioning

confidence: 99%

Hope, optimism and loneliness among first-year college students with learning disabilities: a brief longitudinal study

Rosenstreich

Feldman

Davidson

et al. 2015

European Journal of Special Needs Education

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The goals of the study were to examine personal resources and social distress during the first month in college among students with learning disabilities (LD) and to compare their experiences with non-LD peer. The sample consisted of 335 first-year undergraduate students falling into two groups: 85 students with LD and 250 non-LD students. Questionnaires assessed hope, dispositional optimism and loneliness. We hypothesised that, after participation in a single-session hope intervention workshop, the hope and optimism levels of both students with LD and without LD would increase, while their loneliness would decrease. However, after a month of facing the academic and social demands of their new college environment, we expected that the hope and optimism scores of students with LD would be lower than their peers without LD and that their loneliness scores would be higher. As hypothesised, both groups reported enhanced hope and optimism, as well as lower loneliness, immediately after the workshop. However, students with LD -but not their peers -returned to baseline levels of hope and loneliness after a month. Loneliness after a month predicted lower hope, after controlling predictors from the beginning of the year.

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Section: Discussionmentioning

confidence: 99%

Hope, optimism and loneliness among first-year college students with learning disabilities: a brief longitudinal study

Rosenstreich

Feldman

Davidson

et al. 2015

European Journal of Special Needs Education

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“…Haydicky and colleagues assessed the impact of a 20-week mindfulness training program that integrated elements of cognitive-behavioral therapy (CBT) and mixed martial arts in an adolescent male sample (ages 12-18) diagnosed with a learning disorder ( n = 60) (Haydicky, Wiener, Badali, Milligan, & Ducharme, 2012). This treatment was compared against a waitlist control group.…”

Section: Review Of Adhd and Mindfulness Treatment Outcome Studiesmentioning

confidence: 99%

Mindfulness Meditation Training for Attention-Deficit/Hyperactivity Disorder in Adulthood: Current Empirical Support, Treatment Overview, and Future Directions

Mitchell

Zylowska

Kollins

2015

Cognitive and Behavioral Practice

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Research examining nonpharmacological interventions for adults diagnosed with attention-deficit/hyperactivity disorder (ADHD) has expanded in recent years and provides patients with more treatment options. Mindfulness-based training is an example of an intervention that is gaining promising preliminary empirical support and is increasingly administered in clinical settings. The aim of this review is to provide a rationale for the application of mindfulness to individuals diagnosed with ADHD, describe the current state of the empirical basis for mindfulness training in ADHD, and summarize a treatment approach specific to adults diagnosed with ADHD: the Mindful Awareness Practices (MAPs) for ADHD Program. Two case study examples are provided to demonstrate relevant clinical issues for practitioners interested in this approach. Directions for future research, including mindfulness meditation as a standalone treatment and as a complementary approach to cognitive-behavioral therapy, are provided.

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“…Given the far-reaching impacts of LD/ADHD, there has been increasing interest in interventions that build socio-emotional resources and protect mental health in this population (e.g., Firth, Frydenberg, Steeg, & Bond, 2013;Haydicky, Wiener, Badali, Milligan, & Ducharme, 2012;Kotzer & Margalit, 2007). One promising intervention observed in youth without LD/ADHD is mentoring programs.…”

Section: Introductionmentioning

confidence: 99%

Impact of mentoring on socio‐emotional and mental health outcomes of youth with learning disabilities and attention‐deficit hyperactivity disorder

Haft

Chen

et al. 2019

Child Adoles Ment Health

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Background Learning disabilities (LD) and attention‐deficit hyperactivity disorder (ADHD) are often accompanied by significant socio‐emotional impairments and mental health challenges. However, there is a lack of controlled, quantitative research on potential interventions to address this issue. The current study evaluated the impact of a near‐peer mentoring program for youth with LD/ADHD designed to promote socio‐emotional well‐being. Methods Youth with LD/ADHD who participated in the mentoring program (Mentored; n = 99) were compared to both nonmentored youth with LD/ADHD (Control‐NM; n = 51) and typically developing youth without LD/ADHD (Control‐TD; n = 81) prementoring in the fall and postmentoring in the spring. Participants were assessed using self‐report measures of anxiety, depression, interpersonal relations, and self‐esteem. Results Youth with LD/ADHD showed significantly higher scores of depression and significantly lower scores of interpersonal relations compared to the Control‐TD group at fall baseline. The depression and self‐esteem scores of the Mentored group significantly decreased and increased, respectively, after mentoring. These changes were associated with mentee‐perceived mentorship quality. The Control‐NM group showed significant decreases in both self‐esteem and interpersonal relations, as well as increases in depression over time, while the Control‐TD group remained stable across all measures. Conclusions Results suggest that mentoring shows promise as a potential intervention for youth with LD/ADHD who experience co‐occurring socio‐emotional and mental health difficulties. The study is the first, to our knowledge, to quantify the effect of a near‐peer mentoring program on youth with LD/ADHD in a design with two control groups. Implications for research and practice involving LD, ADHD, and mental health disorders are discussed. LD and ADHD are associated with increased anxiety, depression, and impaired self‐esteem and interpersonal relationships. There is a lack of research on interventions that could address the mental health problems and socio‐emotional difficulties that co‐occur with learning disabilities and ADHD. Near‐peer mentoring is a promising intervention that can improve socio‐emotional well‐being and mental health in youth with learning disabilities and ADHD, and highlights the importance of strong interpersonal relationships as a protective factor.

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Evaluation of a Mindfulness-based Intervention for Adolescents with Learning Disabilities and Co-occurring ADHD and Anxiety

Cited by 109 publications

References 63 publications

Hope, optimism and loneliness among first-year college students with learning disabilities: a brief longitudinal study

Hope, optimism and loneliness among first-year college students with learning disabilities: a brief longitudinal study

Mindfulness Meditation Training for Attention-Deficit/Hyperactivity Disorder in Adulthood: Current Empirical Support, Treatment Overview, and Future Directions

Impact of mentoring on socio‐emotional and mental health outcomes of youth with learning disabilities and attention‐deficit hyperactivity disorder

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