Asking for help: the development of a simulation-based mental health application to enhance depression literacy, mental health communication, and help-seeking among Black autistic youth

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Williams, E. D., Vakil, F., Abubakare, O., Latin, A., Ware, L., Nelson, D., & Smith, M. J. (2026). Asking for help: the development of a simulation-based mental health application to enhance depression literacy, mental health communication, and help-seeking among Black autistic youth. Frontiers in Psychiatry, 17, 1766641-1766641. https://doi.org/10.3389/fpsyt.2026.1766641

Publication date: 1 Apr 2026 Added to AutiHub: 4 Jul 2026 Type: Article Article language: English
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Publication authors
7
Publication authors identified as autistic
1 / 7 (14.3%)
  1. Ed-Dee Williams
  2. Fatima Vakil
  3. Oluwatobi Abubakare *
  4. Angelina Latin
  1. Lauren Ware
  2. David Nelson
  3. Matthew J. Smith

Abstract

Black autistic youth experience disproportionately high rates of depression and face intersecting barriers such as racial discrimination, stigma, and limited access to care, yet few interventions address their needs. This study introduces Asking for Help (A4H), a culturally responsive, simulation-based intervention designed to improve depression literacy and help-seeking skills through an e-learning module and interactive conversation practice. Guided by mental health literacy theory, the Theory of Help-Seeking Behavior, the Theory of Planned Behavior, and Disability Critical Theory, A4H was developed using community-engaged and user-centered design principles. Usability testing employed a mixed-methods design with 32 participants (12 youth, 10 caregivers, 8 specialists) using the System Usability Scale (SUS), Patient Health Questionnaire-9 (PHQ-9), and semi-structured interviews. Black autistic youth reported moderate depressive symptoms (mean PHQ-9 = 14.7) and rated usability slightly below benchmark (mean SUS = 66.2), while caregivers and specialists scored higher (73.5 and 71.0). Qualitative feedback highlighted cultural relevance and immediate feedback as strengths, with recommendations for simplified language, improved navigation, and multimodal supports; emotional safety and trust were critical for engagement. No short-term symptom change was observed, consistent with the formative design. Findings indicate A4H is feasible and culturally responsive but requires refinements before efficacy testing to assess impacts on literacy, help-seeking intentions, and communication skills.

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Cited references
83
Total cited references integrated for this publication.
Cited references with an identified autistic author
3 / 83 (3.6%)
Cited author occurrences identified as autistic
3 / 641 (0.5%)
Among occurrences linked to AutiHub author records: 3 / 44 (6.8%). Distinct cited authors identified as autistic: 2 / 606 (0.3%).
Cited author occurrences linked to AutiHub author records
44 / 641 (6.9%)
Distinct linked cited authors: 36 / 606 (5.9%)
Linked cited-author occurrences not identified as autistic
41 / 44 (93.2%)
Among linked cited-author occurrences only. Across all cited-author occurrences: 41 / 641 (6.4%). Distinct linked cited authors not identified as autistic: 34 / 36 (94.4%).
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