The effect of slow-paced breathing on stress management in adolescents with intellectual disability.
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| Title: | The effect of slow-paced breathing on stress management in adolescents with intellectual disability. |
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| Authors: | Laborde, S., Allen, M. S., Göhring, N., Dosseville, F. |
| Source: | Journal of Intellectual Disability Research. Jun2017, Vol. 61 Issue 6, p560-567. 8p. 1 Diagram, 1 Chart. |
| Subjects: | Therapeutic use of breathing exercises, Stress management, Teenagers with intellectual disabilities, Heart beat, Parasympathomimetic agents, Teenagers, Psychological adaptation, Breathing exercises, Longitudinal method, People with intellectual disabilities, Stress management for teenagers, Adolescence |
| Abstract: | Background Intellectual disabilities often create a state of chronic stress for both the person concerned and their significant others (family, caregivers). The development of stress management methods is therefore important for the reduction of stress in persons with intellectual disability. The aim of this experiment was to investigate the effect of slow-paced breathing on stress symptoms experienced by adolescents with intellectual disabilities during a cognitive task under time pressure. Method Fourteen adolescents with intellectual disabilities ( Mage = 17.39 years, range 15-19 years) took part in two laboratory sessions - a slow-paced breathing session (experimental condition) and an audiobook session (control condition) - the order of which was counterbalanced across participants. Vagal tone was measured through heart rate variability to index stress management. Results No difference in vagal tone was observed at baseline between experimental and control conditions. Compared with the control condition, vagal tone was significantly higher during the experimental condition. Conclusions The slow-paced breathing task enhanced stress management to a greater extent than did listening to an audiobook. Slow-paced breathing seems to be an easy to learn stress management technique that appears as an effective auxiliary method of lowering stress in adolescents with intellectual disabilities. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Intellectual Disability Research is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Background Intellectual disabilities often create a state of chronic stress for both the person concerned and their significant others (family, caregivers). The development of stress management methods is therefore important for the reduction of stress in persons with intellectual disability. The aim of this experiment was to investigate the effect of slow-paced breathing on stress symptoms experienced by adolescents with intellectual disabilities during a cognitive task under time pressure. Method Fourteen adolescents with intellectual disabilities ( Mage = 17.39 years, range 15-19 years) took part in two laboratory sessions - a slow-paced breathing session (experimental condition) and an audiobook session (control condition) - the order of which was counterbalanced across participants. Vagal tone was measured through heart rate variability to index stress management. Results No difference in vagal tone was observed at baseline between experimental and control conditions. Compared with the control condition, vagal tone was significantly higher during the experimental condition. Conclusions The slow-paced breathing task enhanced stress management to a greater extent than did listening to an audiobook. Slow-paced breathing seems to be an easy to learn stress management technique that appears as an effective auxiliary method of lowering stress in adolescents with intellectual disabilities. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 09642633 |
| DOI: | 10.1111/jir.12350 |
