The Effects of a Computer-Based Video Intervention to Teach Literacy Skills to a Student with a Moderate Intellectual Disability

Abstract

The purpose of this study was to examine the effects of a computer-based video intervention, using Apple iBooks on an iPad, for teaching literacy skills to a student with moderate intellectual disability. The intervention, which combined rich multimedia features and explicit instruction sought to teach picture vocabulary, sight word recognition, and the definitions of targeted vocabulary. A multiple-probe design across conditions was used to determine the effectiveness of the intervention. Results demonstrated a functional relation between the presentation of the intervention and the number of correct picture vocabulary words learned. Additionally, pre and post measures indicated that the participant was able to generalize picture vocabulary, in addition to acquiring sight words and vocabulary definitions as a result of the multimedia video instruction. Suggestions for future research and implications for practice are provided.

A Mobile Application to Improve Mathematical Competence for Students With Learning Difficulties

“…Referring to similar to our research's results indicating that mobile learning in Special Education has a positive effect Campigotto et al (2013), Skiada et al (2014), Rivera et al (2016), Zhang et al (2016), Kamaruzaman, et al (2017), Pitchford et al (2018) and Novack et al (2018) state that students with various learning difficulties made progress in language and mathematics, were motivated and interested in learning, felt important and gained confidence, were attracted to practicing and doing exercises, attained their learning interest and achieved self-independence.…”