Video VSDs with T2L: Effects on single-word reading by an adolescent with cerebral palsy (Mandak et al., 2020)

Mandak, K., Light, J., & McNaughton, D. (2020). Video visual scene displays with dynamic text: Effect on single-word reading by an adolescent with cerebral palsy. Perspectives of the ASHA Special Interest Groups, 5(5), 1272–1281. https://doi.org/10.1044/2020_PERSP-20-00068


Background: The purpose of this study was to investigate the effect of the Transition to Literacy (T2L) feature within video visual scene displays (VSDs) on the single-word reading of academic vocabulary concepts (i.e., weather concepts) by a preliterate adolescent with cerebral palsy and minimal speech.

Method: A single-subject, multiple-probe, across-word-sets design was used to evaluate the effects of the intervention. The intervention used an augmentative and alternative communication app programmed with video VSDs embedded with hot spots with the T2L feature to teach the adolescent 12 academic vocabulary words.

Results and Conclusions: The adolescent acquired all target words successfully with only minimal exposure to the written words through the app and was able to generalize her learning to two novel tasks. Using Tau-U to evaluate the size of the observed effects, there were very large effects across all word sets. The findings from this study demonstrate the effectiveness of the T2L feature to improve single-word reading in preliterate individuals with minimal speech.

The use of video VSDs and T2L technology together may offer professionals a unique way to complement current augmentative and alternative communication devices and literacy instruction for adolescents with minimal speech who are preliterate.

Mandak et al. (2020)

Submitted to the NARIC database

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