Current Projects
We are recruiting for the study: Improving Sleep in 12 To 30-year-olds with Down Syndrome
To improve the quality of life in this population, the team of researchers will use mindfulness-based interventions. They will focus on Mindfulness-Based Therapy for Insomnia (MBTI) because of the growing evidence in those with intellectual and developmental disabilities (IDD) and their caregivers. Mindfulness interventions offer a unique advantage over traditional behavioral interventions by fostering a deeper sense of self-awareness and calm, which could be particularly beneficial for improving sleep quality and overall quality of life. Studies have also showed that by incorporating mindfulness techniques, an individual with IDD can see improvements in anxiety, depression, and sleep problems. Richter, Thomas, and Mrug will develop and test a virtually-administered MBTI protocol that aims to reduce barriers to treatment access, especially in populations of higher health disparities. The study will test this technique on individuals with DS aged 12-30 years in eight sessions over two months. See more details about the study here: 2024-2025 McNulty Civitan Scientist Award,
We are recruiting for the study: Socio-emotional competencies in children and adolescents with learning differences
This study seeks to examine socio-emotional constructs, such as motivation, resilience, and stigma using an assessment survey. The University of Alabama at Birmingham is recruiting participants from across the Nation to determine how socio-emotional student profiles vary across diverse populations. The project’s final goal is to provide educators and parents with targeted socio-emotional intervention techniques for a more holistic perspective on student learning. This study is funded by the Seed Grant Program from the Mechanisms Underlying Mind-Body Interventions & Measurement of Emotional Well-Being: M3EWB, NIH grant # U24AT011281, Subaward #171187652.
All English-speaking children from 11 to 14 years of age are eligible. Students with Specific Learning Disabilities are encouraged to participate.
Emotional well-being in school-age children
The purpose of this research study is to learn more about how students feel about themselves, their learning, and schooling. This project focuses on understanding the risk and protective factors for adolescents’ life satisfaction, including both contextual (i.e., supportive relationships, COVID-19 pandemic) and individual factors (i.e., grit, growth mindset, self-efficacy, and emotion regulation). This study is a collaboration with Dr. Sylvie Mrug and Dr. Robin Ennis at UAB.
Evaluating biopsychosocial outcomes of mindfulness-based instruction in school-aged children with specific learning disabilities
In this study funded by the UAB Center for Engagement in Disability Health and Rehabilitation Sciences (CEDHARS) pilot grant, we are evaluating the potential positive mental health impacts of a mindfulness-based instruction program (MindUP) relative to the Normal Isn’t Real toolkit. We are using biomarkers to assess physiological changes as a result of the intervention and we will focus on changes in anxiety, mindful attention, stress levels, executive functioning, and academic achievement. We thank the Spring Valley School for their collaboration and participation in this project. This study is a collaboration with Dr. Sylvie Mrug, Dr. Heather Austin, Dr. Robin Lanzi, and Dr. M. Grace Albright.
Mastery motivation in children and adolescents with Williams syndrome and Down syndrome
The goal of the present study is to compare the mastery motivation of students with Williams syndrome and Down syndrome. We will also examine similarities and differences in predictors of adaptive competence and academic achievement for the two groups. We are recruiting (see details below)! Use this link to sign up: go.uab.edu/uab_qualtrics_ws_ds
