An evaluation of the use of a computer game in improving the choice reaction time of adults with intellectual disabilities

People with intellectual disabilities have difficulty making decisions and this may hinder their independence and inclusion in society. Interactive computer software may give them the opportunity to practice the underlying components of this skill. This study aimed to discover if repeated sessions playing a computer game involving aspects of decision making, such as collecting relevant information and controlling impulsivity, would improve performance in two non-computer based tests of decision making. 12 adults with intellectual disabilities were randomly assigned to either an intervention group or control group. They were all exposed to 10 twice weekly sessions, playing either the intervention game or the control game, which involved simple reaction time only. After repeated sessions, the intervention group showed a significant improvement in game score, with researcher assistance significantly decreasing. At follow up, the intervention group showed a significant decrease from baseline in the number of guesses made before guessing correctly on both of the decision making tests. The decrease observed in the control group failed to reach significance

An evaluation of the use of a switch controlled computer game in improving the choice reaction time of adults with intellectual disabilities

ABSTRACT The inability of people with intellectual disabilities to make choices may result from their lack of opportunities to practice this skill. Interactive software may provide these opportunities and software that requires a timed response may reduce choice reaction time. To test this, 16 people with severe intellectual disabilities were randomly allocated to either an intervention or a control group. The intervention group spent eight sessions playing a switch controlled computer game that required a timed response while the control group spent the same amount of time playing a computer based matching game that did not require a timed response. Both groups repeated a test of choice reaction time (CRT) that they had completed prior to the intervention. The intervention group made more accurate switch presses with repeated sessions while receiving less help from the tutor who sat alongside them. The intervention group also showed a significant reduction in their CRT from baseline while the control group did not