Video VSDs with dynamic text on single word reading of children with multiple disabilities (Holyfield et al., 2019)

Holyfield, C., Caron, J., Light, J., & McNaughton, D. (2019). Effect of video embedded with hotspots with dynamic text on single word recognition by children with multiple disabilities. Journal of Developmental and Physical Disabilities, Advanced online publication. doi: 10.1007/s10882-019-09673-5

Abstract: 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.

Submitted to the NARIC database

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