A computer‐based interactive multimedia program to reduce HIV transmission for women with intellectual disability

Abstract

Background Despite recent recognition of the need for preventive sexual health materials for people with intellectual disability (ID), there have been remarkably few health-based interventions designed for people with mild to moderate ID. The purpose of this study was to evaluate the effects of a computer-based interactive multimedia (CBIM) program to teach HIV/AIDS knowledge, skills, and decision-making. Methods Twenty-five women with mild to moderate intellectual disability evaluated the program. The study used a quasi-experimental within-subjects design to assess the efficacy of the CBIM program. Research participants completed five qualitative and quantitative instruments that assessed HIV knowledge, and decision-making skills regarding HIV prevention practices and condom application skills (i.e., demonstration of skills opening a condom and putting it on a model penis). In addition, 18 service providers who work with women with ID reviewed the program and completed a demographics questionnaire and a professional customer satisfaction survey. Results Women with ID showed statistically significant increases from pretest to posttest in all knowledge and skill domains. Furthermore, the statistical gains were accompanied by medium to large effect sizes. Overall, service providers rated the program highly on several outcome measures (stimulation, relevance, and usability). Conclusions The results of this study indicate the CBIM program was effective in increasing HIV/AIDS knowledge and skills among women with ID, who live both semi-independently and independently, in a single-session intervention. Since the CBIM program is not dependent on staff for instructional delivery, it is a highly efficient teaching tool; and CBIM is an efficacious means to provide behavioral health content, compensating for the dearth of available health promotion materials for people with ID. As such, it has a potential for broad distribution and implementation by medical practitioners, and public health offices. People with ID are part of our society, yet continue to be overlooked, particularly in the area of health promotion. Special tools need to be developed in order to address the health disparities experienced by people with ID.

Identifying Effective Methods for Teaching Sex Education to Individuals With Intellectual Disabilities: A Systematic Review

“…For example, a goal reported in some of the studies was to increase the sexual knowledge of the participants (Caspar & Glidden, 2001;Dukes & McGuire, 2009;Garwood & McCabe, 2000;Lindsay, Bellshaw, Culross, & Staines, 1992;Lumley, Miltenberger, Long, Rapp, & Roberts, 1998;McDermott, Martin, Weinrich, & Kelly, 1999;Robinson, 1984;Valenti-Hein, Yarnold, & Mueser, 1994;Wells, Clark, & Sarno, 2012;Zylla & Demetral, 1981). Formulating more specific goals requires defining exactly which kinds of sexual knowledge individuals with intellectual disabilities need to have to increase their positive sexual experiences.…”

“…Moreover, generalization of skills to real-life situations should be considered, because knowledge about the correct behavior does not necessarily lead to a change in behavior, and demonstration of behavior during role-play does not automatically lead to the implementation of the appropriate behavior in real-life situations (Bruder & Kroese, 2005;Caspar & Glidden, 2001;Dukes & McGuire, 2009;Garwood & McCabe, 2000;Lindsay et al, 1992;Lumley et al, 1998;McDermott et al, 1999;Robinson, 1984;Valenti-Hein et al, 1994;Wells et al, 2012;Zylla & Demetral, 1981). It makes sense, then, that when evaluating a sex education program one must also consider assessing skills in situ.…”

Health promotion for people with intellectual disabilities – A concept analysis

“…It should be presented in such a way that is easy to read and understandable, as well as including visualisations of the main points (12,19,30,34). The content of health education programmes or materials as described in the literature included, for example, information about physical activity, a healthy lifestyle and healthy food (18,19), rights and responsibilities in health issues (35), preventing human immunodeficiency virus (30,33) and about coping strategies for stress (28). People with ID and paid or unpaid staff were described as the receivers of health education.…”

Health indicators in intellectual developmental disorders: The key findings of the POMONA‐ESP project

“…Little research has been conducted on this issue to date, although there are some indications that compared to the general population, people with intellectual developmental disorders have less programmed hospital admissions, fewer surgical interventions and more hospital admissions due to mental disorders and respiratory problems (Bernal-Celestino,León-Hurtado, & Martínez-Leal, 2017). There are various successful examples of specific promotion and prevention initiatives targeting oral health, mental disorders, reproductive health, infectious diseases and cardiovascular health(Carmeli & Imam, 2014;Doody & Doody, 2012;Lennox et al, 2012;McDermott et al, 2012;Vozza et al, 2015;Wells, Clark, & Sarno, 2012), and people with intellectual developmental disorders can benefit from resources for prevention and health promotion activities aimed at society in general, and those aimed specifically at the intellectual developmental disorders population. results of this project highlight the need for increased resources for prevention and health promotion.…”