Autism Spectrum Disorder, Developmental Disability, Intellectual Disability, Parents, Stress
Conditions
Brief summary
This is a pilot study of the feasibility and potential impact of a Mindfulness-Based Music and Songwriting program (delivered via telehealth) on stress and well-being in parents/caregivers of children with intellectual or developmental disabilities. Participants are randomized to participate in the mindfulness program or a business-as-usual control group.
Detailed description
This is a pilot study of the feasibility and potential impact of a Mindfulness-Based Music and Songwriting program (delivered via telehealth) on stress and well-being in parents/caregivers of children with intellectual or developmental disabilities. Participants are randomized to participate in the mindfulness program or a business-as-usual control group. During mindfulness sessions, parents/caregivers are supported by a therapist to learn and apply mindfulness practices through music-based meditations and songwriting. Participants write two songs during the program. Parents complete surveys throughout the program.
Interventions
BEHAVIORALMindfulness-Based Music and Songwriting
The Mindfulness-Based Music and Songwriting (MBMS) program involves up to 8 weekly sessions (\ 1 hour each) delivered via telehealth. During sessions, the participant works with a therapist (e.g., board-certified music therapist) to learn and apply mindfulness practices via music-based meditations and mindful songwriting. Supported by the therapist, participants write two songs during the program.
Sponsors
National Endowment for the Arts, United States
Vanderbilt University Medical Center
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
TREATMENT
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Parent/caregiver of a child with an intellectual or developmental disability * Parent speaks and reads fluent English * Able to attend weekly telehealth/virtual sessions
Exclusion criteria
\-
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Parent anxiety | Baseline to end of study (baseline, within 1-week post-intervention, 4-week follow-up) | Changes in parent anxiety (self report rating scale: Beck Anxiety Inventory; higher score is higher anxiety symptoms) |
| Parent well-being | Baseline to end of study (baseline, within 1-week post-intervention, 4-week follow-up) | Changes in parent well-being (self-report rating scale: Ryff's Well-Being Scale; higher score is higher well-being) |
| Parent mindfulness | Baseline to end of study (baseline, within 1-week post-intervention, 4-week follow-up) | Changes in parent mindfulness (self-report: Freiburg Mindfulness Inventory; higher score is higher mindfulness) |
| Parent positive reappraisal | Baseline to end of study (baseline, within 1-week post-intervention, 4-week follow-up) | Changes in parent positive reappraisal (self-report scale; higher score is higher use of reappraisal) |
| Perceived stress | Baseline to end of study (baseline, within 1-week post-intervention, 4-week follow-up) | Changes in perceived stress (self report: Perceived Stress Scale; higher score is higher stress) |
| Parent depression | Baseline to end of study (baseline, within 1-week post-intervention, 4-week follow-up) | Changes in parent depression (self report rating scale: Beck Depression Inventory-II; higher score is higher depressive symptoms) |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Parent social connection to therapist at MBMS sessions | Immediately pre and immediately post intervention sessions | Changes in parent social connection (Inclusion of Other in the Self (IoS) scale) to therapist collected around mindfulness sessions (MBMS group only) (higher scores reflect higher social connection) |
| Parent daily momentary affect | 8-weeks (baseline, mid-intervention, post-intervention) | Changes in parent daily momentary affect (collected via ecological momentary assessment with the Positive and Negative Affect Schedule (PANAS)) (higher scores reflect higher positive affect and higher negative affect on respective subscales) |
| Parent affect regulation to MBMS sessions | Immediately pre and immediately post intervention sessions | Changes in parent momentary affect (positive and negative affect subscales from Positive and Negative Affect Schedule (PANAS)) collected around mindfulness sessions (MBMS group only) (higher scores reflect higher positive affect and higher negative affect on respective subscales) |
Countries
United States
Outcome results
None listed