Feasibility and acceptability of an online response inhibition cognitive training program for youth with Williams syndrome

Abstract

Williams syndrome (WS) is a genetic neurodevelopmental disorder often accompanied by inhibitory difficulties. Online cognitive training programs show promise for improving cognitive functions. No such interventions have been developed for individuals with WS, but to explore the practicality of large-scale online cognitive training for this population, we must first investigate whether families of those with WS find these programs feasible and acceptable. Twenty individuals aged 10-17 years with WS, along with parents, participated in a pilot online cognitive training program supervised in real time using videoconference software. We evaluated the feasibility and acceptability of this response inhibition training using three parent questionnaires. Descriptive data are reported for the measures of feasibility and acceptability. Overall, the online procedures received a positive reaction from families. Parents were likely to recommend the study to others. They indicated training was ethical and acceptable despite feeling neutral about effectiveness. The frequency and duration of sessions were acceptable to families (two 20-to-30-min sessions per week; 10 sessions total). Families provided feedback and offered suggestions for improvement, such as more flexibility in scheduling and decreasing time spent in review of procedures.

Keywords: Acceptability; Cognitive training; Feasibility; Internet-delivered training; Response inhibition; Williams syndrome.

Fig. 1

Study flow chart. This displays the sequence of training procedures and questionnaire administration. In-person assessment and RI task practice were followed by baseline assessment and training/wait, crossover, and Follow-up. The feasibility and acceptability measures were completed immediately after the training and at Follow-up. Notes: The Response Inhibition (RI) Task and Parent Questionnaires were administered at each time point. The feasibility and acceptability measures (Treatment Evaluation Inventory-Short Form and Treatment Acceptability Questionnaire; TEI-SF and TAQ) were completed immediately after the Post-Training/Crossover assessment. The After Treatment Questionnaire (ATQ) was completed at Follow-up.

Fig. 2

Parental ratings on TEI-SF. This displays key parental responses on items of the treatment evaluation inventory-short form, including responses about acceptability, procedures, perception of improvement, and reaction to training.

Fig. 3

Parental ratings on TAQ. This displays key parental responses on items of the Treatment Acceptability Questionnaire, including responses about acceptability, ethics, effectiveness, and provider knowledge.