Developing a task switching training game for children with a rare genetic syndrome linked to intellectual disability. Simulation and Gaming, (Journal Volume Number and Issue Number) pp. xx-xx.

Games and virtual worlds have many potential benefits for people with intellectual disabilities (ID) and autism spectrum disorder (ASD), in terms of training, education, and rehabilitation. However, because this population presents a wide range of specific needs and abilities, it can be difficult to design games which are engaging and present optimum levels of challenge to players. By including individuals with ID and ASD in the design phase we can help meet their specific needs and preferences by personalizing an intervention through the exploration of experimental techniques, methods and assistive technologies. By embracing the Responsible Research and Innovation approach, we bring science and society closer together to shape the world for future generations. A number of approaches for achieving such inclusion have been described, such as User Sensitive Inclusive Design, Universal Design, and Design for All. Here we discuss three specific examples of the design of games and virtual worlds for people with ID/ASD and illustrate how they attempt to meet their needs. Namely 1) a blended approach of computerised program and applied behaviour analysis for reading skills 2) immersive gameplay for employment and transferable skills training and 3) virtual reality training to enhance communication skills.

No abstract

Children with genetic neurodevelopmental disorders (NDDs) such as Down syndrome, Prader-Willi syndrome, and Fragile X syndrome may show a range of cognitive impairments, including impairments in executive functions (EF). EF are related to general intelligence, academic achievement, and literacy and mathematical skills. EF deficits are linked to a variety of clinically and socially important behaviors. Therefore, methods for improving EF in children with NDDs could be beneficial. One method for improving EF is through cognitive training. Research on commercial brain training programmes and video games suggests that EF can be improved through training, both in healthy adults and in children with NDDs. Computerized cognitive training (CCT) therefore represents a potentially viable intervention for children with NDDs. For training to be effective, it is important that an appropriate regimen is followed. Since children are likely to engage with training at home, the intentions of their parents to support them are therefore important. However, no research has investigated the attitudes of parents of children with NDDs to CCT. To address this, we developed a questionnaire based on the theory of planned behavior, which states that a person's intention to engage in a behavior is predicted by (1) their attitude toward the behavior, (2) their perception of subjective norms regarding the behavior (i.e., perceived social pressure), and (3) their perceived control over the behavior. The questionnaire was completed by parents of children with NDDs; 58 unique responses were retained for analyses. Parents reported low levels of knowledge of CCTs, and low levels of experience with CCTs (both their own experience and their child's experience). However, our results also show that parents of children with NDDs have positive beliefs about the potential of CCT to benefit their children and intend to support the use of CCT by their children. Linear modeling showed that, of the three constructs of the theory of planned behavior, only attitudes significantly predicted intention. Finally, parents' beliefs about the benefits of CCT correlated positively with positive attitudes toward such training. We also found limited evidence that parents of boys have more positive attitudes regarding CCT than parents of girls.

No abstract