Assessment of computer task performance (ACTP) of children and youth with intellectual and developmental disability

Abstract

The aims of this study were to assess the reliability and validity of the Arabic translation of the Assessment of Computer Task Performance (ACTP) when used for children with Intellectual and Developmental Disabilities (IDD) and to determine the relationship between participants’ performance when using an adapted pointing device and the teacher’s satisfaction of their performance. Thirty boys and girls, Arabic speakers, 6− 21 years old, who had moderate IDD, participated in the study. Two expert occupational therapists used the ACTP to evaluate the performance of five standardized timed computer tasks. The Quebec User Evaluation of Satisfaction with Assistive Technology was used to evaluate the teachers’ satisfaction with the prescribed pointing device. The sample in the current study performed slower than typically developing children and youth, and slower than participants with motor impairments, examined in previous studies. Differences were found in performance time between girls and boys, and between three diagnostic subgroups. The participants’ success scores of computer performance correlated significantly with the teacher’s satisfaction with the prescribed pointing device. Demonstration of the validity and reliability of the Arabic version of the ACTP-Child enables wider use of this tool which is now available in four languages and diverse cultural settings and disability populations, including children and youth with significant IDD.

Implications for Rehabilitation

• The Assessment of Computer Task Performance (ACTP) Child version found to be a user-friendly, reliable and valid assessment used to examine pointing device performance of children and youth with Intellectual and Developmental Disabilities (IDD).

• The ACTP Child version conducted in a Windows environment was found to be reliable and valid in the Arabic language, in keeping with other languages examined in the past.

• The time of performance of ACTP tasks was found to be sensitive to differences according to gender and diagnostic subgroups.

• The participants’ success scores of computer performance correlated significantly with the teacher’s satisfaction with the prescribed pointing device but not with performance time.

Keywords::

• Assistive technology
• intellectual and developmental disabilities
• evaluation
• outcome measures

Acknowledgments

We are very grateful to the administration of the Holy Family Center for Special Education in Nazareth, Israel, who recruited the parents, children and multi-disciplinary staff. We thank the Center’s computer teachers and occupational therapists for translating the Arabic version of the ACTP back into English, collecting data and for filling in the questionnaires. We also sincerely thank the Karten Clinical Laboratory for Assistive Technology at the University of Haifa for generously lending equipment throughout the research period. The authors are very grateful to Claire Dumont and Barbara Mazer for their help and advice in preparing this tool for translation to Arabic and for updates regarding the ACTP literature.

Declaration of Interest: The authors report no declarations of interest. The first author worked prior the current study in the school where the children and youth were recruited.

Appendix I: Pointing devices.

Figure 1.  Appendix I: Pointing devices.