Live Smart Live Safe: HIV Prevention for Youth with Intellectual Disabilities

描述（由申请人提供）：本申请的目的是开发和评估一个互动的，基于网络的艾滋病毒预防课程的可行性，为青少年与智力残疾（ID）（I.Q.约55至70）。最近一项对残疾男女青年的纵向研究报告说，到他们18岁或18岁以上时（即，1许多残疾青年没有接受性健康教育。2第一阶段将侧重于健康关系的发展和基本的艾滋病毒知识。第一阶段方案“为患有ID的青少年预防艾滋病毒”将根据年龄（11-14岁）、性别和性取向进行调整。在第一阶段的原型中将开发四个内容部分：1）青少年性行为和性健康正常化的动机部分，a）健康关系发展B）与禁欲有关的做法，以及c）通过高危体液传播艾滋病毒。该项目符合国家心理健康研究所艾滋病研究处的使命，该研究所支持旨在预防艾滋病毒在高危人群中传播的建议。智力残疾人感染艾滋病毒的预测风险因素是：a）性虐待3、4和性攻击的发生率高，5 B）信息处理困难，6和c）识字率低。7在第一阶段，与教师和服务提供者的形成程序（即，电话访谈）将用于确定青年对健康关系、禁欲和艾滋病毒风险问题的知识，这些问题是ID青年独有的（例如，缺乏知识，社会适当的反应，不稳定的关系），以告知节目内容，剧本，和框架。共有10名教师和服务提供者将完成电话采访。将对ID青年（n= 8名女性和n=8名男性）进行焦点小组研究，以确定与健康关系发展、禁欲做法和艾滋病毒传播相关的知识和技能缺陷。该计划将与10个青年ID进行试点测试。为了证明我们的方法的可行性，第一阶段计划将与ID青年（n=20女孩和n=20男孩）进行评估。此外，教师和服务提供者（n=15）将审查该计划，以提供消费者满意度的六个方面的反馈：易用性，有用性，兴趣，可理解性，可接受性和说服力。 在第二阶段，该计划将扩大到解决安全套使用的责任（即，避孕套是什么，在哪里购买，如何将避孕套放在手边，如何将避孕套戴在阴茎上），基于关系的艾滋病毒避免策略和接受艾滋病毒检测。此外，将编制一份教学指南，以配合第二阶段的最后产品。第二阶段的产品将是一个可下载的基于网络的程序，用于个人电脑，iPad（R）和其他基于平板电脑的技术，适合ID青少年使用。

DESCRIPTION (provided by applicant): The purpose of this application is to develop and evaluate the feasibility of an interactive, web-based HIV prevention curriculum for youth with intellectual disabilities (ID) (I.Q. approximately 55 through 70). A recent longitudinal study of male and female youth with disabilities reports that, by the time they were 18 or older (i.e., 18-21), 73% reported they had had sexual intercourse.1 Many youth with disabilities do not receive instruction on sexual health.2 This Phase I will focus on healthy relationship development and basic HIV knowledge. The Phase I program, "HIV Prevention for Youth with ID" will be tailored by age (11-14), gender, and sexual preference. Four content segments will be developed in Phase I prototype: 1) motivational segment for adolescents that normalizes sexuality and sexual health, a) healthy relationship development b) practices associated with abstinence, and c) transmission of HIV through high-risk body fluids. This project is consistent with the mission of the National Institute of Mental Health Division of AIDS Research (DAR), which supports proposals designed to prevent HIV transmission among at-risk populations. The predictive risk factors for HIV infection among people with intellectual disabilities (ID) are: a) high rates of sexual abuse3, 4 and sexual assault,5 b) information processing difficulties,6 and c) low literacy rates. 7 In Phase I, formative procedures with teachers and service providers (i.e., telephone interviews) will be used to identify youth knowledge of healthy relationships, abstinence, and HIV risk issues unique to youth with ID (e.g., lack of knowledge, socially-appropriate responding, unstable relationships) to inform program content, scriptwriting, and framing. A total of ten teachers and service providers will complete the telephone interviews. Focus groups with youth with ID (n= 8 females and n=8 males) will be conducted to identify knowledge and skill deficits associated with healthy relationship development, abstinence practices, and HIV transmission. The program will be pilot-tested with 10 youth with ID. To demonstrate the feasibility of our approach, the Phase I program will be evaluated with youth with ID (n=20 girls and n=20 boys). In addition, teachers, and service providers (n=15) will review the program to provide feedback on six areas of consumer satisfaction: ease of use, usefulness, interest, comprehensibility, acceptability, and persuasiveness. At Phase II, the program will be expanded to address taking responsibility for condom usage (i.e., what a condom is, where to purchase them, keeping them handy, how to put a condom on a penis), relationship-based HIV avoidance strategies and getting tested for HIV. In addition, a teaching guide will be developed to accompany the final Phase II product. The Phase II product will be a downloadable web-based program for use on personal computers, iPad(R), and other tablet based technologies, suitable for use by adolescents with ID.