Comparing Pictures and Videos for Teaching Action Labels to Children With Communication Delays. (February 2018)

• Record Type: Journal Article
• Authors: Schebell, Shannon; Shepley, Collin; Mataras, Theologia; Wunderlich, Kara
• Is Part Of: Topics in early childhood special education. Volume 37:Number 4(2018:Feb.)
• Page Start: 234
• Page End: 245
• Publication Date: 2018-02
• Subjects: labeling -- actions -- video -- comparison -- direct instruction -- time delay; Children with disabilities -- Education (Preschool) -- Periodicals; Child Development -- Periodicals; Education, Special -- Periodicals; Enfants handicapés -- Enseignement préscolaire -- Périodiques; Éducation précoce; Éducation préscolaire; Éducation spéciale; Enfant handicapé; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 371.905
• DOI: 10.1177/0271121417746511
• Languages: English
• ISSNs: 0271-1214

Abstract

Children with communication delays often display difficulties labeling stimuli in their environment, particularly related to actions. Research supports direct instruction with video and picture stimuli for increasing children's action labeling repertoires; however, no studies have compared which type of stimuli results in more efficient, maintainable, or generalizable learning for children with communication delays. In the present study, we used a single-case adapted alternating treatments design to compare picture and video stimuli for teaching action labels to three preschool-aged children receiving special education services in a self-contained setting for communication delays. Results indicate that all children acquired target action labels using both picture and video stimuli, and all children generalized some targets to in vivo stimuli without direct instruction. Efficiency, generalization, and maintenance measures varied across children. Implications and future directions for researchers and practitioners are provided.