Feasibility and Acceptability of an Interactive Mental Well-Being Intervention for People With Intellectual Disabilities: Pilot Mixed Methods Study.

Kristian Westermann,Leen Vereenooghe

doi:10.2196/15190

Abstract

BackgroundThe availability of both digital and traditional mental well-being interventions is rising, but these interventions typically do not consider people with intellectual disabilities as potential users.ObjectiveThe study aimed to explore the acceptability and feasibility of a new digital intervention, developed with and for people with intellectual disabilities, to improve their subjective well-being.MethodsUsing a single-group pre-post design, participants with intellectual disabilities and their caregivers completed the 4-week intervention. Mixed methods questionnaires assessed the acceptability of the intervention, in addition to self-report and proxy-report measures of subjective well-being and behavioral problems.ResultsA total of 12 men with mild to moderate intellectual disabilities enrolled in and completed the study alongside 8 caregivers. Participant acceptability of the intervention was high, and feedback covered multiple aspects of the intervention, including (1) program concept and design, (2) program content, and (3) intervention usage. Self-rated mood barometers indicated mood improvements for 5 participants, deteriorations for 2 participants, and no observed changes for the remaining participants. Statistical analyses yielded no difference from pretest (median=79; range 39-86) to posttest (median=79; range 21-96) for subjective well-being in people with intellectual disabilities (W=10.5; P=.17) and for behavioral problems (W=14; P=.05).ConclusionsPeople with intellectual disabilities and their caregivers are receptive to using digital well-being interventions, and this research shows such interventions to be feasible in routine practice. Given the acceptability of the intervention, its potential efficacy can now be evaluated in people with intellectual disabilities and symptoms of reduced mental well-being.

Highlights

People with intellectual disabilities and their caregivers are receptive to using digital well-being interventions, and this research shows such interventions to be feasible in routine practice
People with intellectual disabilities have an increased vulnerability for developing mental health problems, in part owing to the frequency of negative life events and experiences that are common in this population, for example, experiencing stigma, isolation, dependency on caregivers, and experiences of abuse [1,2,3]
Taking together the vulnerability of people with intellectual disabilities to experience mental health problems and the potential of digital interventions as an addition to traditional treatment interventions, this study presents an initiative to provide an accessible digital intervention to promote the mental well-being of people with mild to moderate intellectual disabilities

Summary

Introduction

Background People with intellectual disabilities have an increased vulnerability for developing mental health problems, in part owing to the frequency of negative life events and experiences that are common in this population, for example, experiencing stigma, isolation, dependency on caregivers, and experiences of abuse [1,2,3]. People with mild intellectual disabilities and better verbal and communicative abilities are more likely to understand the CBT framework and concepts of cognitive mediation [12], certain CBT skills can be trained using computerized or video-based training paradigms in people with mild and moderate intellectual disabilities [13,14,15] This paves the way for a third potential intervention strategy in the form of computerized or Web-based mental health interventions as an adjunct or preparatory step for traditional talking therapies and pharmacotherapies. The availability of both digital and traditional mental well-being interventions is rising, but these interventions typically do not consider people with intellectual disabilities as potential users

Objectives

Methods

Results

Discussion

Conclusion