Recent data from several studies and surveys confirm that our society has entered the digital and information age. Some authors mention that information and communication technologies (ICT

Notre société numérique offre de nombreux avantages à bon nombre de citoyens. Cependant, les personnes qui présentent une déficience intellectuelle (DI) ou un trouble du spectre de l’autisme (TSA) doivent interagir avec un environnement numérique commun à l’ensemble des citoyens et inadapté à leurs besoins. Cette situation réfère à l’exclusion numérique. Malheureusement, peu de modèles sont disponibles afin de guider les intervenants et les chercheurs sur les moyens à mettre en place pour promouvoir une utilisation efficace et optimale des technologies par ces personnes. Notre équipe a développé une première modélisation des différents enjeux, représentée par une « pyramide d’accessibilité numérique ». En plus de bien identifier les éléments à prendre en compte lors de l’intervention technoclinique, la pyramide offre quelques pistes de solution pour promouvoir l’accessibilité à ces technologies.Our digital society contributes to social participation of many citizens. However, people with intellectual disability (ID) or autism spectrum disorder (ASD) must interact with a common digital environment unsuited to their needs. This fact refers to the digital exclusion. Unfortunately, in the field of ID and ASD few models are available to guide practitioners and researchers in the implementation of these technologies. Our team has developed a model presenting and integrating the challenges associated with their use. The pyramid of digital accessibility clearly identifies the dimensions that promote digital inclusion of these populations

À l’heure actuelle, les robots sociaux représentent une innovation sociale dans le secteur de l’intervention auprès des personnes présentant une déficience intellectuelle (DI) ou un trouble du spectre de l’autisme (TSA). Toutefois, pour assurer leur déploiement optimal en intervention, il convient de réaliser une analyse de certaines dimensions. L'article réalise cette analyse en s'appuyant sur le MAP2S. Au niveau clinique des impacts positifs sont observés sur plusieurs dimensions. Au niveau technologique, des caractéristiques à considérer lors du choix du robot sont identifiées. Au niveau de la gestion, les couts et la compatibilité technique constituent des éléments considérés. En somme, la recherche devra poursuivre les travaux dans le domaine et aussi documenter les enjeux associés à l'utilisation de tels outils d'intervention.

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Access to residential settings for people with intellectual disabilities (ID) contributes to their social participation, but presents particular challenges. Assistive technologies can help people perform activities of daily living. However, the majority of the computerized solutions offered use guidance modes with a fixed, unchanging sequencing that leaves little room for self-determination to emerge. The objective of the project was to develop a flexible guidance mode and to test it with participants, to describe their information organization methods. This research used a descriptive exploratory design and conducted a comparison between five participants with ID and five participants with no ID. The results showed a difference in the information organization methods for both categories of participants. The people with ID used more diversified organization methods (categorical, schematic, action-directed) than the neurotypical participants (visual, action-directed). These organization methods varied depending on the people, but also on the characteristics of the requested task. Furthermore, several people with ID presented difficulties when switching from virtual to real mode. These results demonstrate the importance of developing flexible guidance modes adapted to the users' cognitive strategies, to maximize their benefits. Studies using experimental designs will have to be conducted to determine the impacts of more-flexible guidance modes Implications for rehabilitation Intervention approaches favouring, self-determination, decision making, action analysis and results anticipation must be promoted with people with intellectual disabilities. Fixed and rigid technological guidance mode, like those currently favoured in interventions, is appropriate for only some people's profiles or may depend on the nature of the task. It seems that people with ID use a wide spectrum of organization strategies and that adapting guidance modes to all these strategies is relevant.

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Objectives Learning and performing new routines are difficult for children with neurodevelopmental disorders. Studies have shown that consistency in child reinforcement and parental support are effective. For example, digital solutions such as serious games can be used to support parents and children in developing these life skills. The objective of this study was to evaluate the effect of a serious game on the performance of daily routines by autistic and ADHD children. Methods A total of 201 families (parents and children) participated in the study. The study used a combined 3 (intervention) × 3 (diagnosis) × 3 (time) research design with repeated measures. Participants were randomly assigned to three intervention groups (serious game, parental support, and a combination of serious game and parental support) based on their diagnosis (ASD, ADHD, neurotypical). Latent growth modeling and repeated ANOVAS were performed to analyze routine scores collected at three moments (baseline, midpoint, persistence) over an 8-week period. Results Results show a moderating effect of diagnosis on child routine trajectory. For ADHD participants, we observed a very important significant clinical effect for two interventions (parental support alone and combination of serious game and parental support) where for ASD children, this effect is observed for only one treatment (combination of serious game and parental support). For neurotypical children, results indicate a very important and significant clinical effect when they use the serious game alone. Conclusions Results show that the serious game can improve children’s routines. However, for some neurodevelopmental profiles (ASD or ADHD), the addition of parental support produces greater clinical improvements.