Effect of Video Embedded with Hotspots with Dynamic Text on Single-Word Recognition by Children with Multiple Disabilities
- 11 Downloads
The purpose of the study was to evaluate the effects of an intervention on single-word recognition. The intervention used an AAC app programmed with video visual scene displays (VSDs) embedded with hotspots with the Transition to Literacy (T2L) feature. Three school-aged children with multiple disabilities who had limited speech and limited literacy skills participated in a multiple baseline across participants design. Four names of characters in favorite movies and shows served as target words for each participant. All three children demonstrated an increase in accurate identification of target words from baseline to intervention. Tau-U effect sizes for the three participants were 0.69, 0.76, and 0.84, all of which were statistically significant (p < 0.05). Professionals can consider including the intervention evaluated in the current study as one component of literacy intervention for school-aged children with multiple disabilities. Future research should further evaluate video VSDs and the T2L feature for use with individuals with multiple disabilities.
KeywordsAugmentative and alternative communication Multiple disabilities Single-word recognition Mobile technology Video visual scene displays
This work was supported by the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) under grant number #90RE5017 to the Rehabilitation Engineering Research Center on Augmentative and Alternative Communication (RERC on AAC). The video VSD app, the AAC technology utilized in the current study, was developed by InvoTek, Inc. under the RERC on AAC.
Compliance with Ethical Standards
All procedures performed involving human participants were approved by the first author's institutional review board.
Informed consent was obtained from a guardian of each of the participants.
Conflict of Interest
The authors declare they have no conflict of interest.
- Axelsson, A. K., Granlund, M., & Wilder, J. (2013). Engagement in family activities: A quantitative, comparative study of children with profound intellectual and multiple disabilities and children with typical development. Child: Care, Health and Development, 39, 523–534. https://doi.org/10.1111/cch.12044.Google Scholar
- Boyle, S., McCoy, A., McNaughton, D., & Light, J. (2017). Using digital texts in interactive reading activities for children with language delays and disorders: A review of the research literature and pilot study. Seminars in Speech and Language, 38, 263–275. https://doi.org/10.1055/s-0037-1604274.CrossRefGoogle Scholar
- Browder, D. M., Mims, P. J., Spooner, F., Ahlgrim-Delzell, L., & Lee, A. (2008). Teaching elementary students with multiple disabilities to participate in shared stories. Research and Practice for Persons with Severe Disabilities, 33, 3–12. https://doi.org/10.2511/rpsd.33.1-2.3.CrossRefGoogle Scholar
- Caron, J., Holyfield, C., Light, J., & McNaughton, D. (2018a). “What have you been doing?”: Supporting displaced talk through augmentative and alternative communication video visual scene display technology. Perspectives of the ASHA Special Interest Groups, 3, 123–135. https://doi.org/10.1044/persp3.SIG12.123.CrossRefGoogle Scholar
- Grove, N., Bunning, K., Porter, J., & Olsson, C. (1999). See what I mean: Interpreting the meaning of communication by people with severe and profound intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 12, 190–203. https://doi.org/10.1111/j.1468-3148.1999.tb00076.x.CrossRefGoogle Scholar
- Holyfield, C., Caron, J. G., Drager, K., & Light, J. (2018a). Effect of mobile technology featuring visual scene displays and just-in-time programming on communication turns by preadolescent and adolescent beginning communicators. International Journal of Speech-Language Pathology. Advance online publication, 1–11. https://doi.org/10.1080/17549507.2018.1441440.
- Holyfield, C., Light, J., Drager, K., McNaughton, D., & Gormley, J. (2018b). Effect of an AAC peer training on interpreting idiosyncratic behaviors from students with multiple disabilities. Augmentative and Alternative Communication, 34, 301–310. https://doi.org/10.1080/07434618.2018.1508306.CrossRefGoogle Scholar
- Holyfield, C., Light, J., McNaughton, D., Caron, J., Drager, K., & Pope, L. (in review). Effect of AAC technology with dynamic text on the single-word recognition of adults with intellectual and developmental disabilities with limited speech.Google Scholar
- Jagaroo, V., & Wilkinson, K. (2008). Further considerations of visual cognitive neuroscience in aided AAC: The potential role of motion perception systems in maximizing design display. Augmentative and Alternative Communication, 24, 29–42. https://doi.org/10.1080/07434610701390673.CrossRefGoogle Scholar
- Kratochwill, T., Hitchcock, J., Horner, R., Levin, J., Odom, S., Rindskopf, D., & Shadish, W. (2010). Single-case designs technical documentation. What works clearinghouse.Google Scholar
- Light, J., & McNaughton, D. (2013). Literacy intervention for individuals with complex communication needs. In D. Beukelman & P. Mirenda (Eds.), Augmentative and alternative communication: Supporting children and adults with complex communication needs (pp. 309–351). Baltimore: Brookes.Google Scholar
- Light, J., McNaughton, D., & Jakobs, T. (2014a). Developing AAC technology to support interactive video visual scene displays. RERC on AAC: Rehabilitation engineering research center on Augmentative and Alternative Communication. Retrieved from https://rerc-aac.psu.edu/development/d2-developing-aac-technology-to-support-interactive-video-visual-scene-displays/. Accessed 24 Jan 2019.
- Light, J., McNaughton, D., Jakobs, T., & Hershberger, D. (2014b). Investigating AAC technologies to support the transition from graphic symbols to literacy. RERC on AAC: Rehabilitation engineering research center on Augmentative and Alternative Communication. Retrieved from https://rerc-aac.psu.edu/research/r2-investigating-aac-technologies-to-support-the-transition-from-graphic-symbols-to-literacy/
- Maes, B., Lambrechts, G., Hostyn, I., & Petry, K. (2007). Quality-enhancing interventions for people with profound intellectual and multiple disabilities: A review of the empirical research literature. Journal of Intellectual and Developmental Disability, 32, 163–178. https://doi.org/10.1080/13668250701549427.CrossRefGoogle Scholar
- O'Neill, T., Light, J., & McNaughton, D. (2017). Videos with integrated AAC visual scene displays to enhance participation in community and vocational activities: Pilot case study with an adolescent with autism spectrum disorder. Perspectives of the ASHA Special Interest Groups, 2, 55–69.CrossRefGoogle Scholar