Advancing Cardiovascular Health Among Adolescents With Intellectual Disabilities: Co-Development of Technology Interventions to Enhance Physical Activity
Adolescents with intellectual disabilities (ID) face significant health issues, particularly in managing chronic conditions such as cardiovascular (CV) health risks. These issues are exacerbated by limited physical activity (PA), health literacy challenges, and a lack of evidence-based health interventions. This project aims to address these gaps by engaging adolescents with ID and their stakeholders supporting ID as co-researchers to design, adapt, and pilot-test a virtual reality (VR)-based PA intervention tailored to their needs. The long-term goal is to dismantle factors to improve health outcomes for adolescents with ID through innovative, collaborative research that enhances health literacy, increases PA, and lowers CV health risks. The objectives of this study will address three specific aims: 1) adapt and validate research instruments by collaborating with adolescents with ID and their ID stakeholders to incorporate common language in measures for assessing health outcomes; 2) evaluate and select VR-based PA programs by engaging co-researchers in identifying effective VR exergame interventions for improving health outcomes through PA; and 3) pilot-test the VR PA intervention, which incorporates peer support. We will assess feasibility, acceptability, and preliminary efficacy of our 16-week VR exergame PA intervention using co-adapted measures and biologic CV risk measures. A quasi-experimental mixed-methods approach will be used, guided by our Logic Model. Preliminary evidence highlights the potential of interactive, technology-driven PA to address CV risks while fostering peer engagement and optimal self-efficacy to manage health. The expected outcomes are: 1) validated measures through greater health literacy, and 2) a co-designed intervention to reduce CV risks that helps adolescents with ID to take an active role in their health. By addressing critical gaps in health literacy, self-efficacy, and PA, this work advances healthcare practices and supports long-term improvements in public health.
Descripción general del estudio
Estado
Intervención / Tratamiento
Tipo de estudio
Inscripción (Estimado)
Fase
- No aplica
Contactos y Ubicaciones
Estudio Contacto
- Nombre: Patricia M West, PhD, RN
- Número de teléfono: 517-432-8356
- Correo electrónico: westpatr@msu.edu
Criterios de participación
Criterio de elegibilidad
Edades elegibles para estudiar
Acepta Voluntarios Saludables
Géneros elegibles para el estudio
Descripción
Inclusion Criteria: The study will be offered to adolescents with ID who meet eligibility criteria and provide assent and parental consent. Adolescents aged 11-17 years will be eligible if: 1) diagnosed with mild to moderate ID, 2) able to communicate through spoken language or use of augmentative and alternative communication (AAC), 3) understand spoken English, 4) absence of medical contraindications to PA and playing VR games, 5) parent/guardian agrees to attend virtual meetings and adolescents, and 6) internet access.
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Exclusion Criteria:
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Plan de estudios
¿Cómo está diseñado el estudio?
Detalles de diseño
- Propósito principal: Prevención
- Asignación: N / A
- Modelo Intervencionista: Asignación de un solo grupo
- Enmascaramiento: Ninguno (etiqueta abierta)
Armas e Intervenciones
Grupo de participantes/brazo |
Intervención / Tratamiento |
|---|---|
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Experimental: Single
Single arm study participants will be asked to utilize a VR exercise program and complete pre/post surveys |
The intervention will be delivered via home setting of the study participant (adolescent with ID). Baseline Home Visit; week 1: All pre-intervention baseline measures will be obtained, accelerometer will be fitted and applied. Home Visit 2; week 2: The participant will utilize the VR technology three sessions per week (weeks 3-16) for approximately 10 minutes per exercise session following instructions on use. Visit 3; Virtual; week 4: One of the three VR sessions per week will be virtual peer group interactions, guided by study staff. Virtual peer groups will utilize the VR technology together for at least one session of the three sessions per week for approximately 10 minutes per exercise session during weeks 4-16. Educational materials include: visual supports to guide VR use along with study team's contact information throughout the intervention. Study Completion Home Visit; after week 15: Follow up data collection. Virtual Week 16; Optional: Qualitative follow-up data collection. |
¿Qué mide el estudio?
Medidas de resultado primarias
Medida de resultado |
Medida Descripción |
Periodo de tiempo |
|---|---|---|
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Physical Activity
Periodo de tiempo: Baseline and at 16 weeks
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Measure of number of steps per day, minutes of moderate/vigorous physical activity per week utilizing an ActiGraph. |
Baseline and at 16 weeks
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Medidas de resultado secundarias
Medida de resultado |
Medida Descripción |
Periodo de tiempo |
|---|---|---|
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Feasibility of Intervention
Periodo de tiempo: At 4 weeks, 8 weeks, 12 weeks, and 16 weeks
|
4-item, validated measure to evaluate the feasibility of immersive VR intervention. |
At 4 weeks, 8 weeks, 12 weeks, and 16 weeks
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Acceptability of Intervention
Periodo de tiempo: At 4 weeks, 8 weeks, 12 weeks, and 16 weeks
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4-item, validated measure to evaluate the acceptability of immersive VR intervention |
At 4 weeks, 8 weeks, 12 weeks, and 16 weeks
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Virtual Reality Symptoms
Periodo de tiempo: At baseline, 4 weeks, 8 weeks, 12 weeks, and 16 weeks
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4-item, to measure the symptoms one experiences while or after being in a VR environment. Symptoms that have been associated with VR use (general discomfort, fatigue, eyestrain, difficulty focusing, headache, fullness of head, blurred vision, dizziness with eyes closed, vertigo) |
At baseline, 4 weeks, 8 weeks, 12 weeks, and 16 weeks
|
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Multidimensional Scale of Perceived Social Support (MSPSS)
Periodo de tiempo: At baseline, 4 weeks, 8 weeks, 12 weeks, and 16 weeks
|
12-item, validated measure to assess perceptions of social support adequacy from three sources: family, friends, and significant other (subscales) |
At baseline, 4 weeks, 8 weeks, 12 weeks, and 16 weeks
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Multidimensional Self-efficacy for Exercise (MSES)
Periodo de tiempo: At baseline, 4 weeks, 8 weeks, 12 weeks, and 16 weeks
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9-item, measure to assess three behavioral domains (i.e., task efficacy, coping efficacy, scheduling efficacy) that relate to exercise behavior among individuals and exercise contexts. The three behavioral domains are useful in determining the dimensions that influence exercise in a particular population segment |
At baseline, 4 weeks, 8 weeks, 12 weeks, and 16 weeks
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Body Mass Index (BMI)
Periodo de tiempo: At baseline, 16 weeks
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Measure of estimated body fat based on a person's height and weight. Portable stadiometer and scale use to measure height and weight |
At baseline, 16 weeks
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|
Waist circumference
Periodo de tiempo: At baseline, 16 weeks
|
Measure of the distance around a person's waist as a health indicator to assess risk of excess body fat for developing a chronic condition. Measuring tape utilized |
At baseline, 16 weeks
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Calories Burned
Periodo de tiempo: At 4 weeks, 8 weeks, 12 weeks, and 16 weeks
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Measure of the rate at which an individual burns calories based on the height, weight, age, and gender entered into an individual's app account. Fitbit wearable activity monitor and mobile app utilized |
At 4 weeks, 8 weeks, 12 weeks, and 16 weeks
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Heart Rate
Periodo de tiempo: At 4 weeks, 8 weeks, 12 weeks, and 16 weeks
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Measure of number of individual's heart beats per minute (bpm) with various activities. Fitbit wearable activity monitor and mobile app utilized |
At 4 weeks, 8 weeks, 12 weeks, and 16 weeks
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Active Zone Minutes per Day
Periodo de tiempo: At 4 weeks, 8 weeks, 12 weeks, and 16 weeks
|
Measure of the time an individual spends in different heart rate zones. Fitbit wearable activity monitor and mobile app utilized |
At 4 weeks, 8 weeks, 12 weeks, and 16 weeks
|
Colaboradores e Investigadores
Patrocinador
Colaboradores
Investigadores
- Investigador principal: Patricia M West, PhD, RN, Michigan State University
Publicaciones y enlaces útiles
Publicaciones Generales
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- Hauck, J., Fisher, M., & West, P. (2024-2025). Health and the Role of Employment Among Young Adults with Intellectual and Developmental Disabilities [Grant]. Michigan State University Research Foundation and TETRAD Program. https://research.msu.edu/news/tetrad-awards-announced-2024
- Mirza M, Brown-Hollie JP, Suarez-Balcazar Y, Parra-Medina D, Camillone S, Zeng W, Garcia-Gomez E, Heydarian N, Magana S. Interventions for Health Promotion and Obesity Prevention for Children and Adolescents with Developmental Disabilities: a Systematic Review. Rev J Autism Dev Disord. 2022 Aug 22:1-24. doi: 10.1007/s40489-022-00335-5. Online ahead of print.
- Bandini L, Danielson M, Esposito LE, Foley JT, Fox MH, Frey GC, Fleming RK, Krahn G, Must A, Porretta DL, Rodgers AB, Stanish H, Urv T, Vogel LC, Humphries K. Obesity in children with developmental and/or physical disabilities. Disabil Health J. 2015 Jul;8(3):309-16. doi: 10.1016/j.dhjo.2015.04.005. Epub 2015 May 7.
- Saure E, Castren M, Mikkola K, Salmi J. Intellectual disabilities moderate sex/gender differences in autism spectrum disorder: a systematic review and meta-analysis. J Intellect Disabil Res. 2023 Jan;67(1):1-34. doi: 10.1111/jir.12989. Epub 2022 Nov 29.
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- Yu S, Wang T, Zhong T, Qian Y, Qi J. Barriers and Facilitators of Physical Activity Participation among Children and Adolescents with Intellectual Disabilities: A Scoping Review. Healthcare (Basel). 2022 Jan 26;10(2):233. doi: 10.3390/healthcare10020233.
- Zimet, G.D., Dahlem, N.W, Zimet, S.G., & Farley, G.K. (1988). The Multidimensional Scale of Perceived Social Support. Journal of Personality Assessment, 52(1), 30-41. https://doi.org/10.1207/s15327752jpa5201_2
- Pett MA, Guo JW, Cardell B, Johnson EP, Guerra N, Clark L. Psychometric properties of a brief self-reported health-related quality of life measure (HRQoL-IDD) for persons with intellectual and developmental disabilities. J Appl Res Intellect Disabil. 2021 May;34(3):877-890. doi: 10.1111/jar.12831. Epub 2021 Jan 31.
- Holmes HM, Mortenson WB. What makes life better or worse: Quality of life according to people with intellectual disabilities. J Appl Res Intellect Disabil. 2024 Sep;37(5):e13280. doi: 10.1111/jar.13280.
- Light J, McNaughton D, Caron J. New and emerging AAC technology supports for children with complex communication needs and their communication partners: State of the science and future research directions. Augment Altern Commun. 2019 Mar;35(1):26-41. doi: 10.1080/07434618.2018.1557251. Epub 2019 Jan 16.
- Vagel, M.D. (2016). Data gathering and analysis in crafting phenomenological research. Routledge.
- American Association on Intellectual and Developmental Disabilities (2023) Defining criteria for intellectual disability. Available at: https://www.aaidd.org/intellectual-disability/definition
- National Center for Education Statistics (2023) Students with disabilities: condition of education. U.S. Department of Education, Institute of Education Sciences. Available at: https://nces.ed.gov/programs/coe/indicator/cgg (Accessed: 1 February 2024).
- World Health Organization [WHO]. (2024). Global levels of physical inactivity in adults: Off track for 2030. https://www.who.int/publications/i/item/9789240096905
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Palabras clave
Términos MeSH relevantes adicionales
Otros números de identificación del estudio
- STUDY202600294
- 1K01NR022135-01 (Subvención/contrato del NIH de EE. UU.)
Plan de datos de participantes individuales (IPD)
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Información sobre medicamentos y dispositivos, documentos del estudio
Estudia un producto farmacéutico regulado por la FDA de EE. UU.
Estudia un producto de dispositivo regulado por la FDA de EE. UU.
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