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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Vydané v:	Research in developmental disabilities Ročník 161; s. 104977
Hlavní autori:	Savaldi-Harussi, Gat, Plotnitzky, Sarit, Saban-Bezalel, Ronit
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	United States Elsevier Ltd 01.06.2025
Predmet:	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
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Abstract	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.
AbstractList	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.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. 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. 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.
ArticleNumber	104977
Author	Saban-Bezalel, Ronit Savaldi-Harussi, Gat Plotnitzky, Sarit
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Keywords	Augmentative and alternative communication Complex communication needs Students with intellectual, disabilities Literacy Video visual scene display (VVSD)
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Snippet	Literacy is crucial for developing communication competence in students with complex communication needs (CCN). Existing technologies often inadequately...
SourceID	proquest pubmed crossref elsevier
SourceType	Aggregation Database Index Database Publisher
StartPage	104977
SubjectTerms	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)
Title	Effectiveness of video displays versus traditional flashcards for global word learning in students with moderate-severe cognitive disabilities
URI	https://dx.doi.org/10.1016/j.ridd.2025.104977 https://www.ncbi.nlm.nih.gov/pubmed/40121711 https://www.proquest.com/docview/3180687578
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