Providing Access to Academic Content for High-School Students With Significant Intellectual Disability Through Interactive Videos. (March 2017)

• Record Type: Journal Article
• Authors: Evmenova, Anya S.; Graff, Heidi J.; Behrmann, Michael M.
• Is Part Of: Focus on autism and other developmental disabilities. Volume 32:Number 1(2017:Mar.)
• Page Start: 18
• Page End: 30
• Publication Date: 2017-03
• Subjects: high school age -- academics -- evidence-based practices -- social studies instruction -- video -- intellectual disability -- special education; Autism in children -- Periodicals; Autistic children -- Education -- Periodicals; Autism -- Periodicals; Developmental disabilities -- Periodicals; 616.8982
• DOI: 10.1177/1088357615609307
• Languages: English
• ISSNs: 1088-3576

Abstract

There has been a slight increase in the number of studies focused on the strategies used to introduce content-based instruction to students with moderate/severe disability. However, interventions for students with significant intellectual disability (ID) are lacking adapted materials to make instruction available in all major academic areas including social studies. This multiple baseline study examined the effects of adapted videos for improving factual comprehension of non-fiction clips by four high school students with significant ID. Video adaptations included picture/word-based closed captions and interactive video searching for answers. According to the visual analyses, students performed better with adapted and interactive video clips. Furthermore, social validity interviews revealed that all students enjoyed the adapted and interactive videos and found them beneficial. Limitations and directions for future research in the area of adapted and interactive video instruction are discussed.