Moderate Intellectual Disability Research Articles

‘Being attentive to them’: art therapy for adults with intellectual disabilities

ABSTRACT Background Today there is a greater emphasis on integrating people with Intellectual Disabilities (ID) into communities to enhance their quality of life. Nonetheless, this group still faces substantial emotional and mental health challenges. In recent years, growing evidence has shown that people with ID can engage in specific types of psychodynamic approaches. Art therapy enables the non-verbal expression and communication of conscious and unconscious mental content through the use of art materials to prompt clients’ creative processes. Aims This study investigated the perceptions of art therapists who work with adults with ID to gain a deeper understanding of the main components of their therapeutic work. Method A qualitative research design was employed, involving in-depth interviews and focus groups with 18 art therapists with extensive experience in working with adults with mild to moderate ID. A Grounded Theory approach was implemented for data collection and analysis, ensuring a participatory element by involving participants in the analysis process. Results The findings revealed an overarching theme, where the therapists underscored the importance of being attentive to their clients’ specific needs. Five categories reflecting the dynamic components of the therapeutic process emerged: the participants’ therapeutic stances, clinical practice, challenges, ways of coping, and change processes. Conclusions The findings suggest that when working with adults with ID art therapy should be aimed at the specific needs of the clients and that therapists should accept them holistically, while working toward change. Plain-language summary This study examined the ways in which art therapists view their work with adults with intellectual disabilities (ID). Whereas progress has been made in integrating these individuals into society and improving their lives, they still face emotional and mental health challenges. Art therapy, a method that allows for expression without words, is emerging as beneficial for people with ID. To better understand the key aspects of art therapy, 18 therapists took part in interviews and focus groups, using a method that let them contribute to the data analysis. While emphasising five key aspects of therapy, therapists in the study highlighted how crucial it is to really pay attention to the clients. Art therapy for people with ID needs to be customised to their specific needs, while also considering the factors that impact the clients, the therapists, their interaction, and the therapy itself.

Treating traumatized children with intellectual disabilities: Tailoring Trauma-Focused Cognitive Behaviour Therapy for a vulnerable population.

Children with intellectual disabilities are at heightened risk for traumatization, though underserved due to silos of care, diagnostic overshadowing, and lack of adapted treatment. Trauma-Focused Cognitive Behavioural Therapy (TF-CBT), an evidence-based childhood trauma therapy, is described with recommended adaptations for use with children who have intellectual disabilities. We present a suggested theoretical and clinical guide for treating children with mild to moderate intellectual disabilities. We explicate key functional domains of intellectual disabilities-comprehension, executive functions, and generalization-as the basis for tailoring the treatment model. Therapy recommendations are organized into a heuristic 'matrix' of resources and adaptations to TF-CBT components, based on clinical experience and research literature, illustrated with composite case vignettes. Children with intellectual disabilities are a uniquely vulnerable population historically excluded from clinical trauma interventions and research but can respond to adapted care. Considerations for future research and dissemination are discussed.

A scoping review investigating the perspectives of people with mild to moderate intellectual disabilities on experiences of cyberbullying victimisation and its subtypes.

This scoping review examines cyberbullying victimisation in people with mild to moderate intellectual disabilities, focusing on specific types of cyberbullying behaviours, such as flaming, harassment, and stalking. A five-stage review of empirical research was conducted using 15 electronic databases, covering publications from October 1969 to January 2024. Twelve studies were selected, reporting cyberbullying victimisation rates ranging from 5% to 64%. Harassment was the most common behaviour experienced. However, flaming, cyber-stalking, griefing, and shaming have not been thoroughly investigated. The impact and coping strategies, including support mechanisms, also lack research. Further investigation is needed to understand the various types of cyberbullying experienced by people with intellectual disabilities and to develop coping and resilience strategies. Recommendations for future research and practice are provided.

Periodontal Health among Individuals with Intellectual Disabilities Living in a Saudi Institutional Rehabilitation Centre.

The aim of this study was to explore periodontal health among intellectually disabled individuals living in an institutional rehabilitation centre in the Al-Baha Region of Saudi Arabia. A cross-sectional study was conducted from November 2023 to January 2024. Clinical oral examinations were carried out using the World Health Organization criteria for bleeding sites and the presence of periodontal pockets. Simplified oral hygiene and community periodontal indices were employed to evaluate participants' oral health. A total of 89 participants, comprising both males and females with intellectual disabilities, were included in this study. Gender, severity of intellectual disability, type of additional physical disability, tooth brushing habits and oral hygiene status were significantly associated with the presence of periodontal disease. Additionally, poor oral hygiene, not brushing teeth and periodontal pockets of 4-5 mm and 6 mm or more were significantly more prevalent among individuals with severe and moderate intellectual disabilities (p = 0.001, p = 0.001, p = 0.001 and p = 0.001, respectively). The prevalence of periodontal disease among the studied population was 54%. The odds of having periodontal disease were significantly higher in the severe intellectual disability group compared to the mild intellectual disability group (OR = 2.328, 95% CI = 1.430-3.631, p = 0.03). It was also found that intellectually disabled participants with additional physical disabilities suffered more from periodontal disease than those without additional physical disabilities (OR = 0.971, 95% CI = 0.235-4.023, p = 0.025). Overall, individuals with intellectual disabilities had a significant demand for periodontal care. This study highlighted the need for more organised preventive programmes for individuals with intellectual disabilities. Dentists should be vigilant about improving periodontal health, focus on preventive programmes and provide comprehensive dental care with an emphasis on periodic recall and monitoring.

Anesthesia management for a child with the Koolen-de Vries syndrome: a case report

BackgroundThe Koolen-de Vries syndrome (KdVS) is a relatively new rare disease caused by micro-deletion of 17q21.31 which was first reported by Koolen in 2006. Typical phenotypes for KdVS include hypotonia, developmental delay, moderate intellectual disability, and characteristic facial dysmorphism. Up to now, there was only one case report about anesthesia management of patient diagnosed KdVS. It was a 2-year-old girl who experienced an MRI exam under anesthesia.Case presentationWe described a 21-month-old boy who planned to undergo an orchidopexy under general anesthesia diagnosed with KdVS. He had an intellectual disability, characteristic facial dysmorphism, tracheo/laryngomalacia, patent foramen ovale, and cryptorchidism related to KdVS. Due to the complex condition especially the presence of tracheo/laryngomalacia, we took some special measures, including reducing the amount of long-acting opioid, keeping the spontaneous breath, performing a caudal block, and applying the laryngeal mask. But the laryngeal mask was changed to an endotracheal tube because it failed to provide adequate ventilation. The boy experienced mild laryngeal spasm and hypoxia after extubation, but lateral position and etomidate eased his breathing problem and re-intubation was avoided. It is indicated that anesthesia management for patients with orphan disease is a real challenge for all anesthesia providers.ConclusionsThe Koolen-de Vries syndrome is a relatively new orphan disease involving multiple systems. Keeping spontaneous breath, evaluating airway potency to anesthetics, applying endotracheal tube, and post-extubation lateral or prone position may be helpful for airway management for patient with hypotonia and tracheo/laryngomalacia. KdVS patient needs prolonged post-anesthesia monitoring and/or medication for airway complications.

‘They didn’t trust us to follow the rules’ – a qualitative study of how Irish adults with mild and moderate intellectual disabilities experienced the COVID-19 pandemic

Objectives Research documenting the self-reported impact of COVID-19 on people with intellectual disabilities has typically focused on the experiences of people with mild intellectual disabilities living in community settings. This study aimed to explore a broader perspective by examining the lived experiences of Irish adults with mild and moderate intellectual disabilities living in both community and congregated settings during COVID-19. Methods Twenty-six adults with intellectual disabilities, of whom 20 lived in community settings, were interviewed in-person using easy read materials. Interviews were thematically analysed using Template Analysis. Results Five key themes were generated: (1) participants’ emotional response and the impact on relationships and mental and physical health; (2) reduced community access, changed services, and uncertainty; (3) loss of autonomy, greater restrictions, and unequal treatment; (4) self-reflection and reappraising the future through the lens of COVID-19; and (5) pandemic-generated opportunities, skills development, and resources for coping. Conclusions Despite reference to some opportunities for growth and positive changes in routine, participants predominantly highlighted the negative impact of the pandemic on their emotional lives, relationships and sense of assurance of future stability in necessary supports. Participants’ experiences illustrate how the pandemic exposed the fragility of hard-fought advances in autonomy and self-determination. Greater vigilance is needed to protect a rights-based approach to support during times of emergency.

Использование диагностического инструмента «Матрица коммуникации» в работе с ребенком с тяжелой осложненной формой аутизма

<p style="text-align: justify;"><strong>Objectives. </strong>At the moment, there are extremely insufficient diagnostic tools suitable for examining the communicative sphere of children with severe complicated forms of autism, and recorded practical experience of their use in organizing psychological and pedagogical support for such children. The purpose of the study is to test the diagnostic tool “Communication Matrix” in working with a child of primary school age with a severe complicated form of autism (autism spectrum disorder (ASD), moderate intellectual disability, systemic speech under-development, visual impairment, atopic dermatitis), who was learning the skills of communication using the PECS image exchange communication system.</p> <p style="text-align: justify;"><strong>Methods. </strong>Diagnostic tool “Communication Matrix”. Data collection was carried out through observation of the child in free and educational activities for one year, and conversation with parents. The study is presented by three diagnostic sections and their analysis.</p> <p style="text-align: justify;"><strong>Results</strong>. At the stage of primary diagnosis, the child’s communicative characteristics were described and comments were given regarding the possibilities of taking them into account using the technique. Formed, partially formed and unformed communication skills of a child at the level of unintentional and intentional behavior, non-standard and standard communication, concrete and abstract symbols and language are identified. The objectives of correctional and developmental work are formulated based on a list of communication skills that are in the process of formation. The tasks were included in a special individual child development program and were implemented during the school day by a team of specialists, then reinforced at home with the participation of a private teacher and family members. At the final diagnostic stage, positive dynamics were noted in the development of communication at all levels. After a break (summer holidays), a regression of some skills was noted at the level of unintentional and intentional behavior, standard communication and specific symbols. </p> <p style="text-align: justify;"><strong>Conclusion. </strong>The “Communication Matrix” tool made it possible to conduct an initial diagnosis of the communication sphere of a child with a severe complicated form of autism and determine the tasks of correctional and developmental work. With the help of the instrument, changes in the child’s communicative sphere were recorded during continuous correctional and developmental education and during a break from it. Also, during the work, the advantages and limitations of the technique in relation to a specific diagnostic case were highlighted.</p>

New insights into the clinical and molecular spectrum of the MADD-related neurodevelopmental disorder.

Biallelic pathogenic variants in MADD lead to a very rare neurodevelopmental disorder which is phenotypically pleiotropic grossly ranging from severe neonatal hypotonia, failure to thrive, multiple organ dysfunction, and early lethality to a similar but milder phenotype with better survival. Here, we report 5 patients from 3 unrelated Egyptian families in whom 4 patients showed the severe end of the spectrum displaying neonatal respiratory distress, hypotonia and chronic diarrhea while one patient presented with the mild form displaying moderate intellectual disability and myopathy. In addition, we observed distal arthrogryposis and nonspecific structural brain anomalies in all our patients. Interestingly, cerebellar and brainstem hypoplasia were noted in one patient. Whole exome sequencing identified three novel homozygous variants in the MADD gene: two likely pathogenic [c.4321delC p.(Gln1441ArgfsTer46) and c.2620 C > T p.(Arg874Ter)] and one variant of uncertain significance (c.4307 G > A, p.Arg1436Gln). The variants segregated with the disease in all available family members. Our findings confirm that arthrogryposis, genital, cardiac and structural brain anomalies are manifestations of MADD which expand the spectrum of MADD-related neurodevelopmental disorder. Moreover, they further highlight the convergence of MADD variants on different organ systems leading to complex phenotypes.

Comparison of Using Modified and Nonmodified Books on Comprehension of Students With Extensive Support Needs

Modified books are frequently used as comprehension supports for students with extensive support needs (ESN), despite limited evaluations of their creation process or impact on comprehension. This study evaluates the impact of individualized book and comprehension question modifications made through a systematic decision-making process on student comprehension during nonfiction shared book reading in general education classes. A repeated acquisition single-case research design was used to compare student comprehension of nonmodified and modified books for one first-grade and one fourth-grade student with autism and moderate intellectual disability. Findings indicate student comprehension was higher after reading modified grade-level, nonfiction books compared with similarly matched nonmodified books. These findings show students with ESN can access grade-level books in general education settings with individualized modifications. Recommendations for research and practice are shared. These recommendations include a systematic process for identification of the type and intensity of book modifications that may support comprehension for students with ESN.

Effect of Yoga of Adaptive Yogasana Practice on the Flexibility and Psychomotor Variables in Intellectually Disabled Subjects.

Intellectual disability (ID) is a public health challenge affecting communities worldwide. ID is characterized by impaired physical and cognitive functioning and less engaged in physical activities. The objective of this study was to assess the impact of adaptive yoga practices on cognitive and motor abilities in the subjects with ID. Sixty-six subjects with mild and moderate IDs were purposively selected and randomly divided into experimental and control groups, with 33 subjects in each group. One month of adaptive yoga module was provided to the experimental group. To assess the impact of the yoga intervention, Functional Reach Test (FRT), Wall Toss Test (WTT), Finger Tapping Test (FTT), Sit-Reach Test (SRT), and Six Letter Cancellation Test (SLCT) were administered. The experimental group showed a statistically significant improvement with P < 0.05 across all the parameters, whereas the control group could not observe a significant improvement. Based on the results, this study concludes that "one month of adaptive yoga module" delivered impact and helped to improve the dynamic balance, eye-hand coordination, neuro-motor function, spinal flexibility, and selective attention in ID-afflicted subjects.

Who is at risk? Adults with intellectual disability at risk of admission to mental health inpatient care.

NHS England's Transforming Care agenda aims to reduce the number of adults with intellectual disabilities and autistic adults in mental health hospitals. The aim was to understand the demographic and clinical characteristics of those most at risk of admission. A cohort, retrospective study of adults using community intellectual disability services in the North West of England from 2018 to 2022 was undertaken. We compared 211 adults at imminent risk of admission to a mental health hospital and 249 at significant (but not imminent) risk on a validated risk stratification tool. Individuals at significant risk were more likely to have moderate intellectual disability. Individuals at imminent risk were more likely to have diagnoses of mild intellectual disability, autism, personality disorder, or psychosis. By furthering our understanding of the clinical characteristics of those most at risk of admission, the findings inform more appropriate targeting of resources.

Sexual experiences and knowledge of people with moderate intellectual disability.

This study addresses the sexuality of people with moderate intellectual disabilities (PMID), a topic that has been little studied. Understanding romantic and sexual experiences is highly relevant for reducing stigma and prejudice related to their sexuality. Additionally, comprehending the level of sexual knowledge of PMID contributes to the development of preventive and sexual health education programmes tailored for this group. Our aim is to explore the sexual history (relationships, sexual behaviour, condom use and sexual abuse), sex education received and the level of sexual knowledge of PMID. The total of 142 PMID completed questionnaires about sexual knowledge and experiences, and their support staff provided additional information. Data were analysed using chi-square test (χ2 ) and descriptive statistical analysis. Masturbation was the most common sexual behaviour (75.7%), especially among men (χ2 =5.81, P<0.05). Sexual intercourse was rare, and only 30.5% reported using condoms. Women reported a higher prevalence of self-reported sexual abuse (27.3% vs. 6% in men). The study also highlighted misconceptions about sexual intercourse risks and contraceptive methods. The results suggest that PMID need sexual education to ensure healthy sexual experiences and prevent risky behaviour.

Examination of Resilience and Self-esteem Levels of Parents of Children With Disability

In society's foundational structure, families play a crucial role in overall happiness. Parental influence on child health is pivotal. While health challenges bring social, economic, and psychological burdens, resilience emerges as key. Resilience engages with self-esteem, benefiting parental well-being and care for special needs children, offering a positive environment for both. This study aims to explore the relationship between psychological resilience and self-esteem levels of parents of children with special needs, suggesting a positive link between elevated psychological resilience and self-esteem in parents. The study employed a relational scale strategy to investigate psychological resilience and self-esteem among parents of children with special needs. The sample comprised 156 parents of children with mild to moderate intellectual disabilities in Ankara, Turkey. Measures included the "Short Psychological Resilience Scale (SPRS)" and the "Rosenberg Self-Esteem Scale (RSS)." Data analysis encompassed descriptive statistics, t-tests, one-way ANOVA, Pearson's correlation, and Multiple Linear Regression analysis (p&lt;.05). In the study's results, the data demonstrated normal distribution. Employed parents demonstrated higher SPRS and RSS scores compared to unemployed parents. While parents with children engaged in sports displayed higher scores, the difference wasn't statistically significant (p&gt;.05). Parents’ education level played a significant role; bachelor's degree holders had notably higher scores. Positive correlation was observed between SPRS and RSS scores (r=.411). Regression analysis confirmed a robust predictive relationship (R2=.169) between self-esteem and resilience. Raising special needs children requires elevated self-esteem and resilience due to multifaceted caregiving responsibilities. Traumatic experiences may impact self-esteem and resilience, prompting the need for a positive outlook for parental caregiving.

Evaluation of RURS elbow guard in the management of thumb-sucking habit in children with and without intellectual disability.

Digit sucking is a common oral habit among many children, which involves placing the thumb/finger into the mouth, which can cause malocclusion in mixed and permanent dentition. To evaluate the efficacy of the RURS elbow guard in the management of thumb-sucking habits in children with intellectual disabilities and those without in terms of the mean duration of appliance therapy. The secondary objective was to compare the RURS elbow guard with an intraoral crib in healthy children (without intellectual disabilities) to manage the habit of thumb-sucking. Children with intellectual disabilities and those without between the age of 4 and 16 years were included in the study and categorised into three groups, namely group I (50 normal children; intraoral crib appliance), group II (50 normal children; RURS elbow guard) and group III (50 children with intellectual disabilities; RURS elbow guard). The mean duration of appliance therapy for groups I, II and III were 200.20 ± 20.43days, 204.34 ± 20.56days, and 218.43 ± 15.66days, respectively (p < 0.001). The differences in the mean duration between group I and group II were statistically non-significant, with statistically significant differences between group I and group III (p < 0.001) and between group II and group III (p < 0.05). The RURS elbow guard was found to be an efficient appliance in treating thumb-sucking among children who had mild to moderate intellectual disabilities. RURS elbow guard was equally efficient as an intraoral crib appliance in managing thumb-sucking habits in children without intellectual disabilities.

Adapting psychological interventions for people with severe and profound intellectual disabilities: A behavioural activation exemplar.

People with severe to profound intellectual disabilities experience similar or higher levels of depression than those with more mild intellectual disabilities. Yet, there is an absence of evidence about how to adapt existing psychological therapies for this population. A behavioural activation intervention (BeatIt) for people with mild to moderate intellectual disabilities was adapted for people with severe to profound intellectual disabilities and depression. Key considerations include: (i) beginning with a more in-depth assessment process; (ii) including the person in session activities and developing a relationship with them; (iii) formulation and the use of film to document the link between activity and mood; and (iv) addressing barriers to change at an individual and inter-personal level and considering how the carer could support the person's engagement in activity. Successfully adapting BeatIt represents a first step towards gathering evidence about the effectiveness of behavioural activation for people with severe to profound intellectual disabilities.

Development of early numeracy skills in children with moderate intellectual disability.

This study assessed the effectiveness of a program aimed at improving the early numeracy skills of students with moderate intellectual disability. The persistence of the acquired skills and the program's impact on learning were monitored. Feedback from the students and their mothers was also gathered. Using a multiple-probe design across subjects, the results were visually presented through graphical analysis. Three male students aged 8-9 years participated. After obtaining high-reliability findings from reliability analyses, results showed the program effectively increased students' number skills with a high effect size. These skills persisted post-intervention, and both students and mothers expressed positive views of the intervention.

Evacuation preparedness and intellectual disability: Insights from a university fire drill

People with intellectual disability are vulnerable to building fires. Yet, they continue to be one of the most underrepresented groups in evacuation research. To bridge this gap, this study presents one of the very few analyses of building evacuation for people with intellectual disability. The purpose of this study is to collect data and determine unique evacuation parameters of people with intellectual disability (as opposed to those without intellectual disability). Here, we present findings from 1) a full-scale unannounced fire drill and 2) a post-drill survey in which 18 college students with mild to moderate intellectual disability participated. First, a fire drill was conducted in a 6-story residential university building where 148 other non-disabled students were present. The drill was recorded using cameras throughout the building. Analysis of the videos provided data on five key evacuation characteristics regarding evacuation times, speeds, exit choice, and behavior (along with some of the 148 students without disabilities). Then, a post-drill survey was conducted for the 18 students with intellectual disability. Information was analyzed for evacuee decisions, pre-drill behaviors, and a general understanding of the fire drill. Our findings uniquely represent students with intellectual disability in evacuation and show that exit choice and pre-movement times for the sample of students with intellectual disability diverge from the non-disabled group. Such information is necessary to improve performance-based design of safe and accessible residential buildings and mental health care facilities.

IQ thresholds and influence of the assessor’s professional discipline on fitness to stand trial assessment outcomes in Aotearoa New Zealand

There is considerable variability in fitness to stand trial (FST) findings between assessors, which may potentially influence the courts’ decisions for defendants with intellectual disability (ID). This study aims to determine the influence of the defendant’s intelligence quotient (IQ) score and the assessor’s professional discipline on FST findings and court outcomes for ID defendants in Aotearoa New Zealand. This study included 146 defendants with ID who were assessed between 2005 and 2015. Study findings revealed that psychologists find defendants unfit to stand trial at a higher IQ score than psychiatrists. Notwithstanding, there was a general agreement between the professions regarding the defendant’s fitness to stand trial. Furthermore, the assessor’s discipline did not appear to unduly influence the court’s decision on fitness to stand trial. NZ court cases are discussed to highlight the issues with mild to moderate ID defendants previously found fit to stand trial.

The relationship between attachment and anxiety. Comparative study between teenagers with disabilities coming from paternal versus maternal single-parent families

Starting from the hypothesis that the formation of a different type of attachment than the secure one can generate anxiety - a disturbing phenomenon of social adaptation, manifested by excessive fear - the present study aimed to investigate this aspect in the context of adolescents with multiple disabilities. This thematic choice constituted the motivational foundation of the research. The main purpose of the study was to examine, within the selected sample, if there are significant differences in the development of disabled adolescents, depending on their origin from a single-parent family environment, either maternal or paternal. More specifically, the research looked at the relationship between anxiety level and attachment style in adolescents with multiple disabilities in the sample. The study sample was set at 50 subjects, aged between 15 and 18 years. After analyzing the data and establishing a standard, a non-random sampling method with quotas was chosen. The criteria for inclusion in the population were: female and male adolescents, aged between 15 and 18 years, coming from single-parent or nuclear (two-parent) families, the presence of multiple disabilities, with the exception of severe intellectual disability or other conditions that could limit the understanding of the questionnaire items, balancing the number of female and male participants, as well as those from single-parent and two-parent families. The research methodology included the use of interviews and questionnaires. To identify the attachment style, the Attachment Style Questionnaire (C.S.A.), developed by Collins and Read in 1990, was used. To measure the level of anxiety, two anxiety questionnaires were combined, adapting their wording to be accessible to participants with impairments associated with mild or moderate intellectual disability. Therefore, the main objective of this study was to examine the relationship between attachment style and anxiety among adolescents with multiple disabilities, with a particular focus on identifying significant differences between these variables.

Synergizing the Behavior Change Wheel and a Cocreative Approach to Design a Physical Activity Intervention for Adolescents and Young Adults With Intellectual Disabilities: Development Study.

There is a need for physical activity promotion interventions in adolescents and young adults with intellectual disabilities. Current interventions have shown limited effectiveness, which may be attributed to the absence of theory and a population-specific development. Combining a planning model (including theory) and cocreation with the target audience during intervention development could potentially address this gap. This study aimed to report the systematic development of the Move it, Move ID! intervention by describing how the 8 different steps of the Behavior Change Wheel (BCW) were applied and present the results that emerged from those steps. In doing so, the (theoretical) content of the intervention is described in detail. A total of 23 adolescents and young adults (aged 14-22 years) with mild to moderate intellectual disabilities were designated as cocreators of the intervention. Across 2 groups, 6 similar cocreation sessions were organized in each. The content and sequence of the sessions were structured to align with the 8 steps of the BCW. All sessions were recorded and transcribed verbatim. Both a deductive (ie, steps of the BCW) and inductive (ie, resonating the voice of the participants) analysis approach were applied specifically focusing on identifying and describing the findings within each of the BCW steps. After behavioral analysis (steps 1-4), 10 intervention goals were chosen and linked to Capability, Opportunity, and Motivation-Behavior components (theory within the BCW) that needed to be addressed. Psychological capability, social opportunity, and reflective motivation were emphasized as the first targets to focus on. A key finding was the urge for real-life social connectedness and social integration, which makes the social component as part of physical activity a central theme to focus on within intervention development. Judgments on the most suitable intervention functions (step 5) and behavior change techniques (step 7) were explained. When discussing the mode of delivery of the intervention (step 8), it was underscored that solely relying on a mobile health app would not fulfill participants' social needs. Hence, the chosen intervention adopts a dyadic approach in which young individuals with intellectual disabilities are matched with peers without intellectual disabilities to engage in physical activities together, with a mobile app playing a supportive role in this partnership. The transparent description of the development process highlights why certain intervention components and behavior change techniques were chosen and how they are intertwined by means of the selected intervention design. This paper provides a detailed blueprint for practitioners wanting to integrate the BCW and its associated behavior change techniques, in combination with actively involving the target group, into their intervention development for people with intellectual disabilities.