Browsing by Author "O'Brien, Heidi"

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    Feasibility of a Virtual Mindfulness Based Intervention, for youth diagnosed with a Neurodevelopmental Disability, during the COVID-19 Pandemic
    (2023-01-09) O'Brien, Heidi; McMorris, Carly; Graham, Susan; Schroeder, Meadow
    Background: It is well established that youth with neurodevelopmental disabilities (NDDs) experience high rates of mental health concerns (e.g., anxiety, depression, and stress), which have worsened throughout the pandemic. However, appropriate, and accessible treatments for mental health concerns for youth with disabilities are limited. Many health providers report not being adequately trained or specialized to meet the mental health needs of individuals with NDDs. Mindfulness-based interventions (MBI), offered both in person and virtually, are a promising treatment approach for youth and adults in the general population and have effectively improved symptoms of depression, anxiety, and stress. Both caregivers and autistic individuals (i.e., adults & youth) have benefited from MBI and report improvements in well-being and mindfulness skills. MBIs offered virtually have also effectively addressed mental health concerns and are feasible with autistic adults. Despite the effectiveness of MBIs in autistic adults and caregivers, it is unknown whether MBI delivered virtually, is effective in reducing the mental health concerns of neurodiverse youth. The present study addressed this gap and determined the feasibility of a virtual adapted-MBI during the COVID-19 pandemic for youth with NDDs. Methods: Twenty-three neurodiverse youth (M = 12.72, SD = 1.34) and one of their parents participated in a six-week adapted virtual adapted-MBI. Youth and their parents attended weekly group sessions and were asked to complete questionnaires at three time points (i.e., baseline, post-intervention, and 3-month follow-up). Both parent and child completed a measure of youth mental health (Strengths and Difficulties Questionnaire; [SDQ]), and the youth also completed a self-report measure of mindfulness skills (Child and Adolescent Mindfulness Measure; [CAMM]). All participants were asked to complete a semi-structured interview three months post-intervention, where they were asked questions related to their satisfaction with the intervention. Feasibility was assessed using five areas of focus: demand, implementation, efficacy, practicality, and acceptability. Paired sample t-tests and reliable change indices were used to determine the efficacy of the intervention in the immediate improvement of mental health concerns. Thematic analysis was used to identify significant themes from the participant interviews. Finally, repeated measure ANOVAs and reliable change indices were calculated to determine the long-term (3-month follow- up) impacts of MBI. Results: Overall, the virtual adapted-MBI was in demand, successfully implemented, and generally accepted. Unexpectedly, paired sample t-tests showed no significant changes in youth mental health or mindfulness skills post-intervention (i.e., all p’s <.05). The reliable change index showed clinically meaningful differences from baseline to post-intervention and baseline to follow-up time points with some youth showing improvements on mental health and mindfulness. Two main themes emerged: 1) Finding Purpose in Mindfulness, and 2) What Works for One may not Work for All. Mindfulness was perceived as a practical skill that improved youth’s ability to cope with stress and build self-awareness. The MBI seemed to work for some, but not all. There were perceived challenges with attention and focus with the virtual format. Many participants recommended more interactive and fun activities to increase participation and engagement. Conclusions: Virtual MBI is a feasible intervention that can be used to help reduce mental health symptoms for some neurodiverse youth. Although there was no significant group mean differences after the six-week intervention, the reliable change index shows immediate and long-term differences for a small number of participants at the individual level. The qualitative analysis further describes areas of strengths and weaknesses of the intervention and suggests that mindfulness might be a good tool for some but not all youth with an NDD. Further work in MBI is needed to determine age-specific adaptations. who is best suited for it, and how it can be applied within a multidisciplinary approach to improve mental health in NDDs.