Effectiveness of video displays versus traditional flashcards for global word learning in students with moderate-severe cognitive disabilities

Literacy is crucial for developing communication competence in students with complex communication needs (CCN). Existing technologies often inadequately support literacy strategies for these children. Augmentative and alternative communication (AAC) is a promising approach, and video visual scene di...

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Published in:Research in developmental disabilities Vol. 161; p. 104977
Main Authors: Savaldi-Harussi, Gat, Plotnitzky, Sarit, Saban-Bezalel, Ronit
Format: Journal Article
Language:English
Published: United States Elsevier Ltd 01.06.2025
Subjects:
Adolescent
Augmentative and alternative communication
Child
Communication Devices for People with Disabilities
Communication Disorders - rehabilitation
Complex communication needs
Education of Persons with Intellectual Disabilities - methods
Female
Humans
Intellectual Disability - rehabilitation
Literacy
Male
Students with intellectual, disabilities
Verbal Learning
Video visual scene display (VVSD)
Augmentative and alternative communication
Complex communication needs
Students with intellectual, disabilities
Literacy
Video visual scene display (VVSD)
ISSN:0891-4222, 1873-3379, 1873-3379
Online Access:Get full text
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Summary:Literacy is crucial for developing communication competence in students with complex communication needs (CCN). Existing technologies often inadequately support literacy strategies for these children. Augmentative and alternative communication (AAC) is a promising approach, and video visual scene display (VVSD) has emerged as a motivational feature for AAC intervention. This study examined the effectiveness of Smart-Glove, which combines VVSD and flashcards to teach global words to Hebrew-speaking students with moderate-severe intellectual disabilities (ID) and CCN. Using an adapted alternating-treatment design, the research compared Smart-Glove to the traditional global word approach. Four school-age students participated in 20 sessions over four months, each lasting 15–20 minutes and held 1–3 times weekly. The Smart Glove intervention established functional relationships with word identification performance for two of the four participants, while the traditional intervention demonstrated this relationship with one participant. For the participant who showed improvement with both interventions, gains emerged earlier during the Smart Glove condition. Smart-Glove was effective for the two younger students (mean age 9:9) with moderate ID, but not for the two older students (mean age 18:5) with severe ID. These findings highlight the importance of age and cognitive level in personalizing literacy instruction. The study also suggests gradual implementation of these programs in increasing word exposure and intervention duration. Smart-Glove's integration of VVSD with the traditional approach potentially enhances literacy acquisition for children with moderate ID and CCN, offering new possibilities for personalized literacy instruction in special education settings. •Students with CCN and intellectual disabilities benefit from literacy intervention.•Age and cognitive level play an important role in teaching reading to CNN students.•Incorporating video display with traditional global-word teaching got better results.
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ISSN:0891-4222
1873-3379
1873-3379
DOI:10.1016/j.ridd.2025.104977