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

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.