815 - Collaborative Adaptation of an Internet Safety Intervention for Young Adults Impacted by Intellectual and Developmental Disabilities

Publication Number: 815.4433

Anthony Osuna, University of Washington School of Medicine, Seattle, WA, United States; Fallon Zollars, University Of Washington, Seattle, WA, United States; Micah Pepper, Seattle children’s Alyssa Burnett adult life Center, Seattle, WA, United States; Johnathan Liporada, Seattle Children's, Monroe, WA, United States; John Wennberg, Seattle Children's, Bothell, WA, United States; Daisy Hu, University of Washington School of Medicine, Seattle, WA, United States; Tumaini Rucker. Coker, University of Washington School of Medicine, Seattle, WA, United States; Karen Bearss, University of Washington, Seattle, WA, United States; Dimitri Christakis, University of Washington School of Medicine, seattle, WA, United States

Background: Individuals with intellectual and developmental disabilities (IDD), including autism spectrum disorder (ASD), face unique challenges in navigating digital technologies. Online environments offer opportunities for social engagement and significant risks, such as cyber-victimization. The SELFI (Safety, Education, and Learning For the Internet) program shows promise in promoting safe and positive online interactions but was initially developed without accounting for the specific needs of young adults with co-occurring intellectual disability. Given the distinct challenges faced by this group, tailored adaptations of SELFI are essential to make it relevant and effective.

Objective: The aims of this study were to evaluate the feasibility, acceptability, and appropriateness of the SELFI program for young adults with IDD, and to identify potential challenges and solutions to enhance the intervention.

Design/Methods: A community-based participatory research (CBPR) approach was used to engage students, staff, and caregivers at Seattle Children’s Alyssa Burnett Center (ABC) in demonstration studies. A total of 17 community stakeholders, including young adults with IDD, caregivers, interventionists, and organizational leaders, provided feedback on SELFI's content, activities, and delivery methods. Quantitative measures (FIM, AIM, IAM) evaluated the intervention’s feasibility, appropriateness, and acceptability on a 5-point scale. Qualitative insights were gathered through recorded interviews, which informed specific adaptation needs to optimize SELFI for IDD populations.

Results: Quantitative findings showed strong alignment with SELFI’s objectives. Scores for activities averaged 4.40 (AIM), 4.23 (IAM), and 4.40 (FIM), reflecting high feasibility, acceptability, and appropriateness. Program content scores were similarly positive, with AIM and IAM averaging around 4.31, and FIM at 4.33. Qualitative data further emphasized the need for caregiver involvement, hands-on practice, and tailored adaptations for various skill levels.

Conclusion(s): This study identified key areas for enhancing the SELFI intervention to better support internet safety for young adults with IDD. Findings will inform the development of an adapted program that addresses critical digital safety needs, incorporates caregiver involvement, and promotes digital inclusion. An upcoming pilot RCT will evaluate the feasibility, acceptability, appropriateness, and impact of the adapted intervention, advancing the development of evidence-based internet safety programs that improve health equity and quality of life for young adults with IDD.