An Exploratory Study of Internet Use and Safety Concerns for Adults With Intellectual and Developmental Disabilities.
Adults with IDD are online daily but 82% struggle to know whom to trust—assess digital literacy and scam-risk skills before teaching safety.
01Research in Context
What this study did
Osuna et al. (2025) talked with adults who have intellectual or developmental disabilities.
They asked how these adults use the internet and where they feel unsafe.
Caregivers joined some talks; researchers took notes and looked for common themes.
What they found
Most adults with IDD go online every day.
Eighty-two percent said they cannot tell who to trust on the web.
Caregivers want to help but say they have no training in digital safety.
How this fits with other research
Tanis et al. (2012) first showed that adults with IDD own fewer devices than the public.
Anthony’s new data flip the picture: once online, the big gap is safety skills, not access.
Shpigelman (2017) saw Facebook build friendships for people with ID, yet warned that rules are needed.
Anthony agrees and adds a tool kit must be personal, not one-size-fits-all.
Brodeur et al. (2025) found gatekeepers often block research; Anthony shows the same gatekeepers also block safety training unless we win their trust.
Why it matters
Your clients are already scrolling, shopping, and chatting.
Start each plan with a quick digital literacy probe: “Show me how you spot a scam.”
Teach one safety skill at a time and give caregivers a one-page script.
This small step can prevent fraud and keep people connected without fear.
Want CEUs on This Topic?
The ABA Clubhouse has 60+ free CEUs — live every Wednesday. Ethics, supervision & clinical topics.
Join Free →Open your next session by asking the client to open a browser and point out any three things that look safe or unsafe—note errors and build from there.
02At a glance
03Original abstract
PURPOSE: This study explores internet use patterns, safety challenges, and support needs among intellectually and developmentally disabled (IDD) adults, with the goal of informing the redesign of an internet safety intervention program. METHODS: A mixed methods study was conducted with 38 participants, including 17 IDD adults and 21 family caregivers (referred to as 'caregivers'), affiliated with a community-based organization. Participants completed surveys assessing digital behavior, challenges, and support needs. A subsample of 22 participants engaged in semi-structured interviews to provide in-depth perspectives. Quantitative data were analyzed using descriptive statistics and qualitative data were examined through thematic analysis. RESULTS: IDD adults demonstrated active digital engagement across multiple platforms for social connection, learning, and entertainment. Participants revealed that IDD adults face challenges related to interpreting social cues, avoiding scams, and managing digital boundaries. Survey results show that challenges like knowing who to trust online was a concern for 82% of self-reporters and 76% of caregivers. Four themes were identified: internet use, online challenges, strategies, and recommendations. Caregivers often served as digital gatekeepers but reported limited access to resources and training. Study participants emphasized the need for practical, adaptable tools that align with evolving technology and individualized support needs. CONCLUSION: These findings highlight the need for accessible, stakeholder-informed interventions that address foundational digital literacy and emerging online risks. Results will inform the redesign of the Socialization, Education, and Learning for the Internet program and contribute to broader efforts to enhance digital safety, autonomy, and inclusion for IDD adults.
Journal of autism and developmental disorders, 2025 · doi:10.1111/jar.70061