Computer Technology in Clinical Psychology Services for People with Mental Retardation: A Review

We provide a selective review, based mainly on publications from the past 10 years, of potential uses of computer technology in clinical psychology services for people with mental retardation and other developmental disabilities. The review is organized according to three general stages of a scientist-practitioner working model: assessment, formulation, and intervention. Examples of technologies that can facilitate the work of practitioners at each of these stages are given. In conclusion, we identify a number of practical difficulties with the uptake of computer technologies, and issues for future research. We also emphasize the potential for using computers to assist in staff training activities in mental retardation services, and supporting the advocacy activities of people with mental retardation and their carers. The purpose of the present review is to provide an account of developments in the use of computer technologies to augment work of clinical psychologists with people with mental retardation. We reviewed relevant papers following an electronic search of two main databases from 1992 to April, 2002: Social Sciences Citation Index, and PsychINFO database. Combinations of the following search terms were used: computer*, microcomputer*, technolog*, simulat*, disabilit*, handicap*, mental retard* and mental def*. Target material was then hand-searched for studies relevant to the practice of clinical psychology with people with mental retardation. Due to the large number of articles generated by the search, papers discussing applications specifically to educational environments such as schools were excluded from the review. Further articles were acquired if sources cited in the target material appeared particularly pertinent to this review. Thus, some references used in the present review pre-date 1992. This review is organized according to the “Scientist-Practitioner” model of working, following the structure of assessment, formulation, and intervention. For each of these three main stages of the scientist-practitioner model, a general overview of literature is given and examples of relevant computer technologies are described. We subsequently draw some general conclusions about the current status and future issues relating to computer technology and mental retardation clinical psychology services.