Applying the Technology Acceptance Model to Digital Mental Health Interventions: A Qualitative Exploration with Adults with Intellectual Disabilities

authored by: Leen Vereenooghe, Felix Trussat, Katja Baucke
Abstract: Introduction: Digital mental health interventions are on the rise; yet people with intellectual disabilities are not generally seen as their potential users. This study aims to explore the accessability of two mainstream online mood-management programmes. Methods: Using a qualitative study design, 12 adults with intellectual disabilities were interviewed while accessing moodgym and iFightDepression®. Thematic analysis was used to explore the programs’ accessibility according to the technology acceptance model. Results: The programs’ ease-of-use was considered in terms of visual appeal, support needs, and essential skills for independent program use. Perceived usefulness concerned participants’ understanding of the purpose and expected personal benefits associated with the interventions. Finally, intention to use and motivation to interact with the interventions were key aspects of participants’ attititudes toward them. Conclusion: Improving intervention accessibility is a first important step to ensure people with intellectual disabilities can understand the purpose and content of digital mental health interventions.
Organisation(s): Institute of Education for Special Needs
External Organisation(s): Bielefeld University
Type: Article
Journal: Journal of Mental Health Research in Intellectual Disabilities
Volume: 14
Pages: 318-343
No. of pages: 26
ISSN: 1931-5864
Publication date: 21.06.2021
Publication status: Published
Peer reviewed: Yes
ASJC Scopus subject areas: Developmental and Educational Psychology, Psychology (miscellaneous)
Research Area (based on ÖFOS 2012): Educational psychology, Orthopaedagogy, Inclusive education
Sustainable Development Goals: SDG 3 - Good Health and Well-being, SDG 4 - Quality Education
Electronic version(s): https://doi.org/10.31234/osf.io/vtbr7 (Access: Open)
https://doi.org/10.1080/19315864.2021.1929597 (Access: Closed)