A Mobile Phone-Based App for Use During Cognitive Behavioral Therapy for Adolescents With Anxiety (MindClimb): User-Centered Design and Usability Study.

Amanda Newton,Anna Huguet,Lori Wozney,Rhonda Rosychuk,Alexa Bagnell,Janet Curran,Joanna Henderson,Janelle Duguay

doi:10.2196/18439

Abstract

BackgroundMobile device–based tools to help adolescents practice skills outside of cognitive behavioral therapy (CBT) sessions for treating an anxiety disorder may lead to greater treatment gains.ObjectiveThis study aimed to develop, design, and test the acceptability, learnability, heuristics, and usability of MindClimb, a smartphone-based app for adolescents with anxiety to use between CBT sessions to plan and complete exposure activities using skills (cognitive, relaxation, exposure practice, and reward) learned in treatment.MethodsThis 3-phase study took place from August 2015 to December 2018. In phase 1, the app was designed and developed in consultation with young people and CBT therapists to identify desired functions and content. Feedback was subjected to thematic analysis using a general inductive approach. In phase 2, we conducted 2 high-fidelity testing sessions using the think-aloud approach (acceptability, learnability, usability) and 10-item System Usability Scale with 10 adolescents receiving CBT. The high-fidelity MindClimb app was evaluated by 5 app developers based on Nielsen’s usability heuristics and 5-point severity ranking scale. In phase 3, a total of 8 adolescents and 3 therapists assessed the usability of MindClimb during CBT sessions by recording the frequency of skills practice, use of MindClimb features, satisfaction with the app, and barriers and facilitators to app use during treatment.ResultsFeedback from phase 1 consultations indicated that the app should (1) be responsive to user needs and preferences, (2) be easy to use and navigate, (3) have relevant content to the practice of CBT for anxiety, and (4) be aesthetically appealing. Using this feedback as a guide, a fully functional app prototype for usability testing and heuristic evaluation was developed. In phase 2, think-aloud and usability data resulted in minor revisions to the app, including refinement of exposure activities. The average system usability score was 77 in both testing cycles, indicating acceptable usability. The heuristic evaluation by app developers identified only minor errors (eg, loading speed of app content, with a score of 1 on the severity ranking scale). In phase 3, adolescents considered app features for completing exposure (6.2/10) and relaxation (6.4/10) modestly helpful. Both adolescents (average score 11.3/15, SD 1.6) and therapists (average score 10.0/12, 2.6 SD) reported being satisfied with the app.ConclusionsThe user-centered approach to developing and testing MindClimb resulted in a mobile health app that can be used by adolescents during CBT for anxiety. Evaluation of the use of this app in a clinical practice setting demonstrated that adolescents and therapists generally felt it was helpful for CBT practice outside of therapy sessions. Implementation studies with larger youth samples are necessary to evaluate how to optimize the use of technology in clinical care and examine the impact of the app plus CBT on clinical care processes and patient outcomes.

Highlights

In recent years, mobile device–based apps have been regarded as an opportunistic and potentially effective adjunct to cognitive behavioral therapy (CBT) for adolescent anxiety disorders
The user-centered approach to developing and testing MindClimb resulted in a mobile health app that can be used by adolescents during CBT for anxiety
Evaluation of the use of this app in a clinical practice setting demonstrated that adolescents https://mhealth.jmir.org/2020/12/e18439

Summary

Introduction

Mobile device–based apps have been regarded as an opportunistic and potentially effective adjunct to cognitive behavioral therapy (CBT) for adolescent anxiety disorders. An app is considered an ecological momentary intervention (EMI) [1] for in vivo skills coaching in an adolescent’s natural settings (ie, at home, school, etc instead of a therapist’s office) when it is most needed during daily life (ie, in real time). Skills practice between treatment sessions has been supported through paper-based workbook activities and assignments This approach to skills practice can be limited if the workbook and assignments are not an integral or natural part of an adolescent’s daily life, unlike the use of mobile devices, such as smartphones. Mobile device–based tools to help adolescents practice skills outside of cognitive behavioral therapy (CBT) sessions for treating an anxiety disorder may lead to greater treatment gains

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Results

Discussion

Conclusion