Parent Perspectives of Applying Mindfulness-Based Stress Reduction Strategies to Special Education

Abstract Parents of children with (versus without) intellectual and developmental disabilities report greater stress; such stress may be exacerbated by dissatisfaction with school services, poor parent-school partnerships, and the need for parent advocacy. Increasingly, mindfulness interventions have been used to reduce parent stress. However, it is unclear whether parents apply mindfulness strategies during the special education process to reduce school-related stress. To investigate whether mindfulness may reduce school-related stress, interviews were conducted with 26 parents of children with intellectual and developmental disabilities who completed a mindfulness-based stress reduction intervention. Participants were asked about their stress during meetings with the school, use of mindfulness strategies in communicating with the school, and the impact of such strategies. The majority of parent participants reported: special education meetings were stressful; they used mindfulness strategies during IEP meetings; and such strategies affected parents' perceptions of improvements in personal well-being, advocacy, family-school relationships, and access to services for their children. Implications for future research, policy, and practice are discussed.

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The Effects of Technology Supports on Community Grocery Shopping Skills for Students With Intellectual and Developmental Disabilities: A Meta-Analysis

Journal of Special Education Technology ◽

10.1177/0162643421989970 ◽

2021 ◽

pp. 016264342198997

Author(s):

Sojung Jung ◽

Ciara Ousley ◽

David McNaughton ◽

Pamela Wolfe

Keyword(s):

Developmental Disabilities ◽

Positive Impact ◽

Single Case ◽

Effect Sizes ◽

Future Research ◽

Intellectual And Developmental Disabilities ◽

Positive Effects ◽

Analytic Review ◽

Wide Range ◽

The Impact

In this meta-analytic review, we investigated the effects of technology supports on the acquisition of shopping skills for students with intellectual and developmental disabilities (IDD) between the ages of 5 and 24. Nineteen single-case experimental research studies, presented in 15 research articles, met the current study’s inclusion criteria and the What Works Clearinghouse (WWC) standards. An analysis of potential moderators was conducted, and we calculated effect sizes using Tau-U to examine the impact of age, diagnosis, and type of technology on the reported outcomes for the 56 participants. The results from the included studies provide evidence that a wide range of technology interventions had a positive impact on shopping performance. These positive effects were seen for individuals across a wide range of ages and disability types, and for a wide variety of shopping skills. The strongest effect sizes were observed for technologies that provided visual supports rather than just auditory support. We provide an interpretation of the findings, implications of the results, and recommended areas for future research.

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Mindfulness-based stress reduction for people with chronic diseases

Australian Journal of Primary Health ◽

10.1071/py09063 ◽

2010 ◽

Vol 16 (3) ◽

pp. 200 ◽

Cited By ~ 59

Author(s):

Monika Merkes

Keyword(s):

Quality Of Life ◽

Chronic Diseases ◽

Stress Reduction ◽

Well Being ◽

Multiple Chemical Sensitivity ◽

Self Report ◽

Original Research ◽

Mindfulness Based Stress Reduction ◽

The Impact

Mindfulness-based stress reduction (MBSR) is a structured group program that uses mindfulness meditation to improve well-being and alleviate suffering. This article reviews the impact of MBSR for people with chronic diseases. The review includes original research that was published in English and peer-reviewed and reported outcomes for adults with chronic diseases who had participated in an MBSR program. Fifteen studies were identified. Outcomes related to mental and physical health, well-being, and quality of life. The studies included different research designs, and used self-report and physiological outcome measures. Participants’ clinical diagnoses included fibromyalgia, chronic pain, rheumatoid arthritis, type 2 diabetes, chronic fatigue syndrome, multiple chemical sensitivity, and cardiovascular diagnoses. All 15 studies found that participation in an MBSR program resulted in improvements. No negative change was reported between baseline and follow up. Outcomes in regard to specific variables were difficult to compare and equivocal. Overall, positive change predominated. Chronic diseases are associated with a range of unwelcome psychological and physical consequences. Participation in an MBSR program is likely to result in coping better with symptoms, improved overall well-being and quality of life, and enhanced health outcomes. As an adjunct to standard care, MBSR has potential for much wider application in Australian primary care settings.

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The Experiences and Perceptions of College Peer Mentors Interacting with Students with Intellectual and Developmental Disabilities

Research and Practice for Persons with Severe Disabilities ◽

10.1177/1540796920953826 ◽

2020 ◽

Vol 45 (4) ◽

pp. 271-287

Author(s):

Lindsay S. Athamanah ◽

Marisa H. Fisher ◽

Connie Sung ◽

Jinny E. Han

Keyword(s):

High School Students ◽

Developmental Disabilities ◽

Peer Mentoring ◽

Social Impact ◽

Mentoring Programs ◽

Future Research ◽

Mentoring Program ◽

Intellectual And Developmental Disabilities ◽

Peer Mentors ◽

The Impact

Peer mentoring programs provide an opportunity for individuals with and without intellectual and developmental disabilities (IDD) to learn, socialize, and work together in supportive and inclusive environments. In this study, we used a phenomenological research design to explore the impact of a college campus-based peer mentoring program on the experiences and perceptions of participating college peer mentors ( n = 13) toward high school students with IDD who were enrolled in a school-to-work transition program housed on campus. Using thematic analysis across four different data sources, we identified three main themes that peer mentors discussed based on their experiences in the program: (a) mentors’ personal development: constructing meaning of self, (b) mentee growth: perceived work and social impact, and (c) campus community benefits: normalizing disability. Peer mentors reported their own attitudes toward individuals with IDD were changed based on participating in the peer mentoring program and they observed improvements in their mentees’ personal and work-related social relationships. We discuss how these outcomes have impacted the peer mentors’ attitudes, career choices, and lives in general. We also provide implications for future research and practice regarding development and implementation of peer mentoring programs in the community.

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Stigma experienced by family members of people with intellectual and developmental disabilities: multidimensional construct

BJPsych Open ◽

10.1192/bjo.2018.39 ◽

2018 ◽

Vol 4 (5) ◽

pp. 332-338 ◽

Cited By ~ 7

Author(s):

Natasha Mitter ◽

Afia Ali ◽

Katrina Scior

Keyword(s):

Developmental Disabilities ◽

Caregiver Burden ◽

Family Members ◽

Well Being ◽

Autism Spectrum ◽

Self Report ◽

Intellectual And Developmental Disabilities ◽

Subjective Well Being ◽

Good Reliability ◽

The Impact

BackgroundThere is a lack of good-quality instruments measuring stigma experienced by family members of stigmatised people.AimsTo develop a self-report measure of stigma among families of people with intellectual and developmental disabilities and examine associations between family stigma and other variables.MethodThe new Family Stigma Instrument (FAMSI) was tested with 407 family carers, 53% of whose offspring had an autism spectrum disorder in addition to intellectual disability. They also completed measures of subjective well-being, caregiver burden, self-esteem and social support.ResultsThe FAMSI yielded a five-factor structure and had good reliability. Perceived family stigma, caregiver burden and subjective well-being were the strongest predictors of family stigma.ConclusionsThis instrument can advance our understanding of the impact of stigma on family members. It can also help us understand sociodemographic, psychosocial and contextual variables of both the carer and cared for person that may influence family members' experiences.Declaration of interestNone.

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A Promising Practice: School-Based Mindfulness-Based Stress Reduction for Children with Disabilities

Journal of International Special Needs Education ◽

10.9782/2159-4341-20.2.56 ◽

2017 ◽

Vol 20 (2) ◽

pp. 56-66

Author(s):

Wendy W. Fuchs ◽

Nancy J. Mundschenk ◽

Brian Groark

Keyword(s):

Stress Reduction ◽

Children With Disabilities ◽

Well Being ◽

Future Research ◽

Social Emotional ◽

School Based ◽

Promising Practice ◽

Adults And Children ◽

Mindfulness Based Stress Reduction ◽

Definition Of

Abstract Adults and children around the world are experiencing unhealthy levels of stress. More specifically, the stress levels that children report can have detrimental effects on their social-emotional, physical and academic well-being. Schools are in a unique position to not only address the causes of stress in children's lives, but to also provide strategies to reduce stress. Mindfulness-Based Stress Reduction (MBSR) is one approach that schools can use to teach children how to acknowledge and deal with everyday stressors. This article aims to provide a definition of stress, describe MBSR, and provide a review of the current literature on MBSR studies with children. Additionally, the authors suggest implications for school-based mindfulness approaches to reduce the stress of children with disabilities, and recommendations for future research.

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Impact of mindfulness-based stress reduction for people with multiple sclerosis at 8 weeks and 12 months: A randomized clinical trial

Multiple Sclerosis Journal ◽

10.1177/1352458518786650 ◽

2018 ◽

Vol 25 (8) ◽

pp. 1178-1188 ◽

Cited By ~ 9

Author(s):

Angela Senders ◽

Douglas Hanes ◽

Dennis Bourdette ◽

Kimberly Carson ◽

Lynn M Marshall ◽

...

Keyword(s):

Multiple Sclerosis ◽

Stress Reduction ◽

Emotional Health ◽

Well Being ◽

Mindfulness Training ◽

Secondary Outcome ◽

Secondary Outcomes ◽

Mindfulness Based Stress Reduction ◽

Serial Addition ◽

The Impact

Background: Mindfulness training is often used as a therapeutic intervention to manage stress and enhance emotional well-being, yet trials for multiple sclerosis (MS) are limited and few have used an active control. Objective: Assess the feasibility of mindfulness-based stress reduction (MBSR) for people with MS and evaluate the efficacy of MBSR compared to an education control. Methods: We conducted a single-blind, randomized trial of MBSR versus education control among 62 adults with MS. Primary outcomes were measures of feasibility. Secondary outcomes included perceived stress, anxiety, depression, fatigue, pain, resilience, and the Paced Auditory Serial Addition Test, assessed at baseline, 8 weeks, and 12 months. Mean scores for secondary outcome measures were compared between groups at each time point and within groups across time by analyses of covariance or paired t-tests, respectively. Results: Successful recruitment and retention demonstrated feasibility. Improvements in several secondary outcomes were observed among both MBSR and control groups. However, differences between the groups were not statistically significant at either 8 weeks or 12 months. Conclusion: Emotional well-being improved with both MBSR and education. Spontaneous improvement cannot be ruled out as an explanation for findings and additional studies that evaluate the impact of mindfulness training to improve emotional health are warranted.

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Effects of a Self-Advocacy Intervention on Abilities of Black College Students With Intellectual and Developmental Disabilities to Request Academic Accommodations

Inclusion ◽

10.1352/2326-6988-9.3.225 ◽

2021 ◽

Vol 9 (3) ◽

pp. 225-240

Author(s):

Katherine R. Brendli ◽

LaRon A. Scott ◽

Yaoying Xu ◽

Colleen Thoma ◽

Debra Holzberg

Keyword(s):

College Students ◽

Developmental Disabilities ◽

Research Policy ◽

Functional Relation ◽

Black College ◽

Future Research ◽

Single Subject ◽

Intellectual And Developmental Disabilities ◽

Academic Accommodations ◽

Self Advocacy

Abstract Several barriers exist that inhibit the success of students with disabilities in postsecondary education environments, one of which is the lack of self-advocacy skills to effectively request academic modifications and ask for other supports when needed. In this study, we used a single-subject multiple-probe across participants design to examine the effects of a self-advocacy intervention on the abilities of college students with intellectual and developmental disabilities (IDD) to request their academic accommodations. We primarily focused the intervention on Black youth with IDD attending an inclusive higher education program. Results indicate moderate to strong evidence of a functional relation between the intervention and the students' abilities to request academic accommodations. Implications for future research, policy, and practice are discussed.

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Ensuring Quality Education to Promote Transition: A Summary of Existing Studies

Inclusion ◽

10.1352/2326-6988-6.4.258 ◽

2018 ◽

Vol 6 (4) ◽

pp. 258-273

Author(s):

Martin Agran ◽

Fred Spooner ◽

Colleen Robertson

Keyword(s):

Developmental Disabilities ◽

Research Policy ◽

Health And Safety ◽

Secondary Level ◽

Skills Training ◽

Future Research ◽

Intellectual And Developmental Disabilities ◽

Safety Skills ◽

Policy And Practice ◽

Research Areas

Abstract The American Association on Intellectual and Developmental Disabilities (AAIDD) hosted the National Goals in Research, Policy, and Practice working meeting in August, 2015, to identify key national policies, priorities, and practices to serve and support students with intellectual and developmental disabilities (IDD) at the secondary level. The purpose of this article is to extend the discussion of several topics discussed at the meeting and suggest future research areas in the areas of: academic instruction; social skills training; balancing/aligning academic, functional, and transition education skills; importance of health and safety skills; extending common core standards to include functional and transition skills; teaching and realizing self-determination skills; preparing students with IDD for postsecondary educational opportunities; weighing the respective benefits of inclusive and community-based instructional activities; and promoting citizenship (teaching voting skills). To ensure quality secondary-level programs for students with IDD, the authors recommend that the above content areas be considered.

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