Frequently Asked Questions

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  • Services will always be customized as much as possible to accommodate for needs and preferences. In general, coaching services and consultations are provided through a telehealth platform. If residing in the front range area of Colorado, early childhood support services can be provided in home. If residing outside of that area, support and consultation will be provided through telehealth.

  • Mindful Neuro Support combines a thoughtful, human-centered approach with clear communication and reliable results.

    1) We maintain a holistic application of contextual behavioral science that supports neurodivergent children and adults thrive just as they are, with a focus on developing mindfulness skills through ACT and DNA-V (also known as contextual behavioral science). At the forefront of support services is education on the neurodiversity paradigm and neurodivergent lived experience. It is through education that understanding and acceptance can flourish. With increased understanding of the different ways humans may experience and interact with the world, humans of all neurotypes can better communicate and connect. This is extremely important in all human settings, and especially for neurodiverse families/partners/etc.

    2) Mindful Neuro Support is led and guided by a neurodivergent analyst. In addition to whatever supportive service background required (i.e. certifications/licensures), it is important that support providers for neurodivergent people have either a lived experience, and/or an extensive background, education, and understanding of neurodivergence and/or consult with neurodivergent folk on best practices. This is to ensure that services are truly supportive and do not force changes to neurodivergent traits, but instead help humans advocate, cope, and thrive in a society that currently pathologizes rather than accommodates.

    3) One of Mindful Neuro Support’s main tenets is the value of developing a mindfulness skill set for all humans, no matter your neurotype. When we can be mindful by slowing down and noticing the context we are in, the thoughts going through our heads, the ways our bodies are taking in the world around us, we can make skillful decisions in what we do moving forward. This improves our relationships, our interactions, our self-care, and mental health. Mindfulness training can be tailored to an individual’s needs and neurotype, and can be strengthened with practice.

  • You can reach us anytime via our contact page or email. We aim to respond quickly—usually within two business days.

  • Below is a basic representation of costs. Mindful Neuro Support does not work with insurance. As price can be a barrier to receiving support, a sliding scale is offered based on needs.

    After a free consultation, we can provide a specific fee schedule for the services in which you are interested.

    If you would like more information, please email at:

    mandy@mindfulneurosupport.com

    Early Childhood Support Services

    • Initial assessment: $350.00

    • Teaching sessions, plan reviews: $120/hour ($30.00 per 15 min.)

    • Parent/educational consultations: $100.00/hour ($25.00 per 15 min.)

    Coaching Services

    • Initial assessment: $250.00

    • Ongoing sessions: $100.00/hour ($25.00 per 15min.)

    Professional Consultations

    • $100.00/hour ($25.00 per 15 min.)

Helpful Terms

  • Mindfulness is a skill set that refers to awareness and attention. Some may think it is synonymous with meditation, but meditation is a mindfulness practice, whereas mindfulness refers to a larger set of cognitive skills. The goal of mindfulness is to bring the mind to the present moment and notice in an open and flexible way what the mind is doing or body is feeling. When we can access the present moment, we allow ourselves time to make skillful decisions about our future behavior.

  • Psychological flexibility refers to one’s ability to be mindful, accepting, and open to whatever a situation may bring. By being more aware of what is occurring in our minds and how it is affecting our choices in life, our options for how we interact with the world around us are opened up. When we can notice what’s happening in our bodies and thoughts in the present moment, we give ourselves time to make skillful decisions based on our values rather than rigid thoughts or rules. More psychological flexibility can improve one’s coping abilities and resilience.

  • When providing supportive services, prioritizing a client’s autonomy and choices, including whether or not to take part in the process. This is done to empower clients, and reinforce self-determination skills which are important for all, but especially for those in our society who are more vulnerable. This should be an ongoing evaluation.

  • A strength-based approach that views neurodivergent folk with acceptance, understanding, and support. It seeks to acknowledge and accept differences, and promote accommodations across environments to encourage inclusion in a society that is not naturally supportive of varying neurotypes.

  • ACT is an approach based in contextual behavior science that acknowledges the influence our thoughts and rules may have on our outward behaviors. ACT seeks to help humans limit the influence our mental chatter has on our lives, increase psychological flexibility through mindfulness and acceptance, and live a values-based life through committed actions.

  • Behavior analysis is the study of the relationship between what occurs in our environment and the behaviors we display. By understanding the contingencies that happen all around us everyday, we can choose to make changes in our environment that promote skill development and goal attainment across different contexts. It is a data-driven, evidence-based science.

  • Just as humans are diverse in personality or physical traits, so too do we have diverse nervous systems. In other words, we have different ways of operating within the world and how we take in the world around us through our senses. Humans are by nature neurodiverse. Under the umbrella of neurodiversity which includes every single human, fall the groups of neurodivergent, and neurotypical (see below).

  • This term reflects the neuromajority, rather, those who operate within the world and sensorily experience the world in the way society has deemed the “normative” way, based primarily on it being the most prevalent presentation in humans.

  • A neurodivergent human is someone whose nervous system (brain and nerves/senses) operates differently (diverges) from what society has deemed the “normative” standard. This term encompasses many presentations including but not limited to; Autism, ADHD, Dyslexia, Down Syndrome…

  • A neurodivergent group of people that fall within a neurominority category. Autism is developmental and innate, meaning it is present before birth and throughout the lifetime. Generally speaking, in comparison to the neuromajority, Autistic individuals have a different way of operating within and experiencing the world, often taking in large amounts of cognitive and sensory information which contributes to differences in communication and socializing styles, as well as executive function and processing time. These differences paired with society’s deficit-based view of Autism and lack of accommodations can lead to some of the common challenges observed such as poor mental health, social anxiety, overwhelm, meltdowns, shutdowns, and burnout. As with humans in general, there is great variance among autistic people in terms of sensory profiles, regulatory / integrative behaviors (stimming), disability levels, communication and social differences, and overall presentation. In addition, autism can present independently, or co-occur with other neurodivergent profiles, i.e. ADHD, Dyslexia, etc.

  • A neurodivergent group of people that fall within a neurominority category. ADHD is currently understood to be highly heritable as well as impacted by environmental factors that may influence the presentation. Generally speaking, in comparison to the neuromajority, an ADHD person has differences in directing or maintaining attention which can affect various executive functioning tasks including time management, prioritizing, and organizing to name a few. These differences paired with society’s deficit-based view of ADHD and lack of accommodations can lead to some of the common challenges observed such as poor mental health, anxiety, overwhelm, depression, and burnout. As with humans in general, there is great variance among ADHD people in terms of overall presentation. In addition, ADHD can present independently, or co-occur with other neurodivergent profiles, i.e. Autism, Dyslexia, etc.

  • The social model of disability stands in contrast to the medical model which is what is primarily used here in the U.S. The medical model views differences from the normative standards as deficits and things to be fixed or cured. In contrast, the social model views disability in terms of society’s lack of acceptance and accommodations for those who diverge from what has been deemed the normative way for humans to operate within and experience the world. This model holds true that someone’s level of disability is in direct relation to how society is set up. For example, if society provides accommodations in a particular setting that allow a person to engage more in society, their level of disability decreases in that setting. However, if other settings do not provide accommodations, then their ability to engage decreases, and therefore their level of disability has increased. Programs that operate with the social model of disability seek to make accommodations and limit barriers to increase an individual’s ability to participate in society.

Open book with pages fanned out, resting on a flat surface against a plain background.

Books

Autism / ADHD / Neurodiversity

Autism in Heels: The Untold Story of a Female Life on the Spectrum (2018) - Jennifer Cook O’Toole

Autistic Burnout: A Brief Guide to Recovery and Prevention (e-book) - Jennifer Kemp

Neurotribes: The Legacy of Autism and the Future of Neurodiversity (2015) - Steve Silberman

Neuroqueer Heresies (2021) - Dr. Nick Walker

Self-care for Autistic People (2024) - Dr. Megan Anna Neff

Spectrum Women: Walking to the Beat of Autism(2018) - Edited by Barb Cook

Strong Female Character (2023) - Fern Brady

The Neurordivergent Skills Workbook for Autism and ADHD (2024) - Jennifer Kemp & Monique Mitchelson

The Ultimate Guide to Autistic Burrnout (2024)- Dr. Natalie Engelbrecht & Dr. Debra Bercovici

Unmasking Autism: Discovering the New Faces of Neurodiversity (2022) - Devon Price

What I Mean When I Say I’m Autistic (2022) - Annie Kotowicz

Women and Girls on the Autism Spectrum (2024)- Sarah Hendrickx

Mindfulness / Psychological Flexibility / ACT

Acceptance and Commitment Therapy: The Process and Practice of Mindful Change, Second Edition (2016) - Steven C. Hayes, Kirk D. Strosahl, & Kelly G. Wilson

ACT Workbook for Perfectionism (2021) - Jennifer Kemp

Get Out of Your Mind and Into Your Life: The New Acceptance and Commitment Therapy (2005) - Steven C. Hayes

Mindfulness Activities for Kids and Their Grown Ups (2020) - Sally Arnold

Mindfulness for Beginners: Reclaiming the Present Moment and Your Life (2016) - Jon Kabat-Zinn

Mindfulness in Plain English (2010) - Bhante Gunaratana

What Makes You Stronger: How to Thrive in the Face of Change and Uncertainty Using Acceptance and Commitment Therapy (2022) - Louise Hayes, Joseph Ciarrochi, & Ann Bailey

Wherever You Go, There You Are (1994) - Jon Kabat-Zinn

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Research

A note on research articles:

This is not an exhaustive list and will be occasionally updated. Please be aware that some of the research articles do not contain neurodivergent-affirming language. However, they were included to demonstrate how changes in the behavior of the people surrounding Autistic/disabled individuals (i.e. environmental changes), improves Autistic / disabled person’s well-being.

Behavior Analysis: Neurodiversity

Allen, L.L., Mellon, L. S., Syed, N. et. al. (2024). Neurodiversity-affirming Applied Behavior Analysis. Behavior Analysis in Practice.

Breaux, C. A., & Smith, K. (2023). Assent in applied behaviour analysis and positive behaviour support: ethical considerations and practical recommendations. International Journal of Developmental Disabilities, 69(1), 111–121.

Graber A, & Graber J. (2023). Applied Behavior Analysis and the Abolitionist Neurodiversity Critique: An ethical analysis. Behavior Analysis in Practice. 2023 Mar 2;16(4):1-17.

Mathur, S.K., Renz, E., & Tarbox, J. (2024). Affirming Neurodiversity within Applied Behavior Analysis. Behavior Analysis in Practice. Jan 25;17(2):471-485.

Rajaraman, A., Austin, J.L., Grover, H.C., Cammilleri, A.P., Donnelly, D. R., & Hanley, G. P. (2022). Toward trauma-informed applications of behavior analysis. Journal of Applied Behavior Analysis, 55(1), 40-61.

Mindfulness

Cooper, D., Yap, K. & Batalha, L. (2018). Mindfulness-based interventions and their effects on emotional clarity: A systematic review and meta-analysis. Journal of Affective Disorders 235 (August): 265–76.

Donald, J., Bradshaw, E., Ryan, R., Basarkod, G., Ciarrochi, J., Duineveld, J., Guo, J. & Sahdra, B. (2020). Mindfulness and its association with varied types of motivation: A systematic review and meta-analysis using self-determination theory. Personality & Social Psychology Bulletin 46 (7): 1121–38.

Fjorback, L. O., M. Arendt, E. Ornbøl, P. Fink, and H. Walach. (2011). Mindfulness-based stress reduction and mindfulness-based cognitive therapy: A systematic review of randomized controlled trials. Acta Psychiatrica Scandinavica 124 (2): 102–19.

Grossman, P., Niemann, L., Schmidt, S., & Walach, H. (2004). Mindfulness-based stress reduction and health benefits: A meta-analysis. Journal of Psychosomatic Research, 57(1), 35-43.

Noetel, M., Ciarrochi, J., Van Zanden, B. & Lonsdale, C. (2019). Mindfulness and acceptance approaches to sporting performance enhancement: A systematic review.” International Review of Sport and Exercise Psychology 12(1): 139–75.

Sercekman, M. (2024). Exploring the sustained impact of the Mindfulness-Based Stress Reduction program: a thematic analysis. Frontiers in Psychology, 15.

Autism

Aller, T.B., Barrett, T., Levin, M.E., & Brunson McClain, M.(2022). Measuring psychological flexibility in autistic adults: Examining the validity and reliability of the AAQ-II, BEAQ, and VQ. Journal of Contextual Behavioral Science, 26, 125-133.

Cage, E., Di Monaco, J. & Newell, V. (2018). Experiences of Autism acceptance and mental health in Autistic adults. J Autism Dev Disord. Feb;48(2):473-484.

Camus, L., Macmillan, K., Rajendran, G., Prof, & Stewart, M. (2022, May 10). 'I too, need to belong': Autistic adults' perspectives on misunderstandings and well-being.

Crrompton, C., Ropar, D., Evans-Willieams, C., Finn, E., &Fletcherer-Watsson, S. (2020). Autistic peer-to-peer information transfer is highly effective. Autism ,24(7), 1704-1712.

Courchesne, V., Langlois, V., Gregoire, P., St-Denis, A., Bouvet, L., Ostrolenk, A., & Mottron, L. (2020). Interests and strengths in autism, useful but misunderstood: A pragmatic case-study. Frontiers in Psychology, 11, 1-13.

Gaudion, K. (2016). Building Empathy: Autism and the Workplace. London: The Helen Hamlyn Centre for Design. Royal College of Art.[Google Scholar].

Gaudion, K., & Pellicano, L. (2016). The triad of strengths: A strengths-based approach for designing with autistic adults with additional learning disabilities. In (Vol. 9746, pp. 266-280). Springer International Publishing.

Heasman, B., & Gillespie, A. (2017). Perspective-taking is two-sided: Misunderstandings between people with Asperger’s syndrome and their family members. Autism.

Lim, A., Young, R., & Brewer, N. (2022). Autistic adults may be erroneously perceived as deceptive and lacking credibility. Journal of Autism and Developmental Disorders. 52(2), 490-507.

Maisel, M., Stephenson, G., Cox, C. & South, M. (2019). Cognitive defusion for reducing distressing thoughts in adults with autism. Research in Autism Spectrum Disorders, 59,34-45.

Milton, D. (2012). On the ontological status of Autism: the ‘Double Empathy Problem.’ Disability and Society, 27(3), 883-887.

Mitchell, P., Sheppard, E., & Cassidy, S. (2021). Autism and the double empathy problem: Implications for development and mental health. British Journal of Developmental Psychology, 39(1), 1-18.

Nuwer, R. (2021). Finding strengths in autism. Spectrum News.

Pahnke, J., Jansson-Fröjmark, M., Andersson, G., Bjureberg, J., Jokinen, J., Bohman, B. & Lundgren, T. (2023). Acceptance and commitment therapy for autistic adults: A randomized controlled pilot study in a psychiatric outpatient setting. Autism. Jul;27(5):1461-1476.

Singh, N. N., Lancioni, G. E., et al. (2019). Surfing the Urge: An informal mindfulness practice for the self-management of aggression by adolescents with autism spectrum disorder. Journal of Contextual Behavioral Science, 12.

Woods, S. E. O. N., & Estes, A. (2023). Toward a more comprehensive autism assessment: The survey of autistic strengths, skills, and interests. Frontiers in Psychiatry, 14, 1264516-1264516.

Contextual Behavioral Science

Aller, T.B., Barrett, T., Levin, M.E., & Brunson McClain, M.(2022). Measuring psychological flexibility in autistic adults: Examining the validity and reliability of the AAQ-II, BEAQ, and VQ. Journal of Contextual Behavioral Science, 26, 125-133.

Chancey, C., Weihl, C., et al. (2019). The impact of mindfulness skills on interactions between direct care staff and adults with developmental disabilities. Journal of Contextual Behavioral Science, 12.

Gould, E. R., Tarbox, J., & Coyne, L. (2018). Evaluating the effects of Acceptance and Commitment Training on the overt behavior of parents of children with autism. Journal of Contextual Behavioral Science, 7.

Han, A., Yuen, H.K., Lee, H.Y., Zhou, X.(2020). Effects of acceptance and commitment therapy on process measures of family caregivers: A systematic review and meta-analysis. Journal of Contextual Behavioral Science, 18, 201-213.

Hayes, S. C., Barnes-Holmes, D., & Wilson, K. G. (2012). Contextual behavioral science: Creating a science more adequate to the challenge of the human condition. Journal of Contextual Behavioral Science, 1(1): 1-16.

Raulston, T. J., Zemantic, P. K., Machalicek, W., Hieneman, M., Kurtz-Nelson, E., Barton, H., Hansen, S. G., & Frantz, R. J. (2019). Effects of a brief mindfulness-infused behavioral parent training for mothers of children with autism spectrum disorder. Journal of Contextual Behavioral Science, 13.

Raaymakers, C., Garcia, Y., Cunningham, K., Krank, K., Nemer-Kaiser, L. (2019). A systematic review of derived verbal behavior research. Journal of Contextual Behavioral Science, 12,128-148.

Zettle, R. D., Gird, S. R., Webster, B. K., Carrasquillo-Richardson, N., Swails, J. A., & Burdsal, C. A. (2018). The Self-as-Context Scale: Development and preliminary psychometric properties. Journal of Contextual Behavioral Science, 10, 64–74

Behavior Analysis / Health Coaching

Caldwell, K. L., Vicidomini, D., Wells, R., & Wolever, R. Q. (2020). Engaging patients in their health care: Lessons from a qualitative study on the processes health coaches use to support an active learning paradigm. Global Advances in Health and Medicine, 9.

Finn, H.E., & Watson, R.A. (2017). The use of health coaching to improve health outcomes: Implications for Applied Behavior Analysis. Psychol Rec 67, 181–187.

Frost, H., Campbell, P., Maxwell, M., O’Carroll, R., Dombrowski, S., Williams, B., Cheyne, H., Coles, E. & Pollock, A. (2018). “Effectiveness of motivational interviewing on adult behaviour change in health and social care settings: A systematic review of rreviews.” PloS One 13 (10): e0204890.

Lucke-Wold, B., Shawley, S., Ingels, J. S., Stewart, J., & Misra, R. (2016). A critical examination of the use of trained health coaches to decrease the metabolic syndrome for participants of a community-based diabetes prevention and management program. Journal of Healthcare Communications, 1(4) 38.

Margolius, D., Bodenheimer, T., Bennett, H., Wong, J. S., Ngo, V. K., Padilla, G. F., & Thom, D. H. (2012). Health coaching to improve hypertension treatment in a low-income, minority population. Annals of Family Medicine, 10(3), 199–205.

Milani, R. V., Lavie, C. J., Bober, R. M., Milani, A. R., & Ventura, H. O. (2017, January). Improving hypertension control and patient engagement using digital tools. The American Journal of Medicine, 130(1) 14-20.

Normand, M. P., & Bober, J. (2020). Health coaching by behavior analysts in practice: How and why. Behavior Analysis: Research and Practice, 20(2), 108–119.

Thom, D. H., Ghorob, A., Hessler, D., De Vore, D., Chen, E., & Bodenheimer, T. A. (2013, March). Impact of peer health coaching on glycemic control in low-income patients with diabetes: A randomized controlled trial. The Annals of Family Medicine, 11(2) 137-144.

Thom, D. H., Hessler, D., Willard-Grace, R., Bodenheimer, T., Najmabadi, A., Araujo, C., & Chen, E. H. (2014, July). Does health coaching change patients’ trust in their primary care provider? Patient Education and Counseling, 96(1), 135–138.

Thom, D. H., Willard-Grace, R., Hessler, D., DeVore, D., Prado, C., Bodenheimer, T., & Chen, E. (2015). The impact of health coaching on medication adherence in patients with poorly controlled diabetes, hypertension, and/or hyperlipidemia: a randomized controlled trial. Journal of the American Board of Family Medicine, 28(1), 38–45.

ACT: Health Behaviors

Biber, D. D., & Ellis, R. (2019). The effect of self-compassion on the self-regulation of health behaviors: A systematic review. Journal of Health Psychology, 24(14), 2060–2071.

Ciarrochi, J., Hayes, S. C., Oades, L. G., & Hofmann, S. G. (2021). Toward a unified framework for positive psychology interventions: Evidence-based processes of change in coaching, prevention, and training. Frontiers in Psychology, 12, 809362.

Garey, L., Farris, S. G., Schmidt, N. B., & Zvolensky, M. J. (2016). The role of smoking-specific experiential avoidance in the relation between perceived stress and tobacco dependence, perceived barriers to cessation, and problems during quit attempts among treatment-seeking smokers. Journal of Contextual Behavior Science, 5(1), 58-63.

Gloster, A. T., Meyer, A. H., & Lieb, R. (2017). Psychological flexibility as a malleable public health target: Evidence from a representative sample. Journal of Contextual. Behavior Science, 6(2). 166-171.

Jackson, M. L., Williams, W. L. Hayes, S. C., Humphreys, T., Gauthier, B., & Westwood, R. (2016). Whatever gets your heart pumping: The impact of implicitly selected reinforcer-focused statements on exercise intensity. Journal of Contextual Behavior Science, 5(1) 48-57.

Levin, M. E., Pierce, B., & Schoendorff, B. (2017). The acceptance and commitment therapy matrix mobile app: A pilot randomized trial on health behaviors. Journal of Contextual Behavior Science, 6(3) 268-275.

Martin, E. C., Galloway-Williams, N., Cox, M. G., & Winett R. A. (2015). Pilot testing of a mindfulness and acceptance-based intervention for increasing cardiorespiratory fitness in sedentary adults: A feasibility study. Journal of Contextual Behavior Science, 4(4) 237-245.

Mccracken, L. M., & Yang, S. Y. (2006). The role of values in a contextual cognitive-behavioral approach to chronic pain. Pain, 123(1-2), 137-145.

Yu, L., Norton, S., & McCracken, L. M. (2017). Change in “self-as-context” (“perspective-taking”) occurs in Acceptance and Commitment Therapy for people with chronic pain and is associated with improved functioning. The Journal of Pain: Official Journal of the American Pain Society, 18(6), 664–672.

Zhang, C. Q., Leeming E., Smith, P., Chung, P. K., Hagger, M. S., &Hayes, S. Cc. (2018). Acceptance and commitment therapy for health behavior change: A contextually-driven approach. Frontiers in Psychology, 8, 2350.

ACT: Parenting/Caregivers

Blackledge, J. T. & Hayes, S. (2006). Using acceptance and commitment training in the support of parents of children diagnosed with autism. Child and Family Behaviors Therapy, 28(1), 1-18.

Castro, M., Rehfeldt, R. A., & Rroot, W. B. (2016). On the role of values clarification and committed actions in enhancing the engagement of direct care workers with clients with severe developmental disorders. Journal of Contextual Behavioral Science, 5(4), 201-207.

Chancey, C., Weihl, C., Root, W., Rehfelldt, R. A., McCauley, D., Takeguchi, K., & Pritchard, J. (2019). The impact of mindfulness skills on interactions between direct care staff and adults with developmental disabilities. Journal of Contextual Behavior Science, 12.

Gould, E. R., Tarbox, J., & Coyne, L. (2018). Evaluating the effects of Acceptance and Commitment Training on the overt behavior of parents of children with autism. Journal of Contextual Behavioral Science, 7.

Hahs, A. D., Dixon, M. R., & Paliliunas, D. (2019). Randomized controlled trial of a brief acceptance and commitment training for parents of individuals diagnosed with autism spectrum disorders. Journal of Contextual Behavioral Science, 12.

Han, A., Yuen, H.K., Lee, H.Y., Zhou, X.(2020). Effects of acceptance and commitment therapy on process measures of family caregivers: A systematic review and meta-analysis. Journal of Contextual Behavioral Science, 18, 201-213.

Lundgren, T., Dahl, J., &. Hayes, S. C. (2008). Evaluation of mediators of change in the treatment of epilepsy with Acceptance and Commitment Therapy. Journal of Behavioral Medicine, 31, 225-235.

Raulston, T. J., Zemantic, P. K., Machalicek, W., Hieneman, M., Kurtz-Nelson, E., Barton, H., Hansen, S. G., & Frantz, R. J. (2019). Effects of a brief mindfulness-infused behavioral parent training for mothers of children with autism spectrum disorder. Journal of Contextual Behavioral Science, 13.

Singh, N. N., Lancioni, G. E., Winton, A. S., Fisher, B. C., Wahler, R. G., Mcaleavey, K., Singh, J. & Sabaawi, M. (2006). Mindful parenting decreaeses aggression, noncompliance, and self-injury in children with autism. Journal of Emotional and Behavioral Disorders, 14(3), 169-177.

Shiralinia, K. , Abdollahi Musavi, H.I, & KHojastemehr, R. (2018). The effectiveness of of Group Acceptance and Commitment Therapy (ACT)-based training on parenting stress and psychological flexibility in mothers of children with Autism spectrum disorder. Psychology of Exceptional Individuals, 7(28), 21-44.

Singh, N. N., Lancioni, G. E., Winton, A. S., Wahlerr, R. G., Singh, J., Sage, M. (2004). Mindful caregiving increases happiness among individuals with profound multiple disabilities. Research in Developmental Disabilities, 25(2), 207-218.