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Effects of Video Adaptations on Comprehension of Students With Intellectual and Developmental Disabilities

By Evmenova, Anna S.; Behrmann, Michael M.; Mastropieri, Margo A.; Baker, Pamela H.; Graff, Heidi J.; Journal of Special Education Technology, Volume 26, Number 2, pages 39-54
Publication Date: 2011

Study investigated the effects of alternative narration, highlighted text, picture or word based captions, and interactive video searching features for improving comprehension of academic video clips by students with intellectual and developmental disabilities (ID/DD). Participants were 2 male and 3 female postsecondary students aged 19 to 24 years with ID/DD. Combined multiple baselines across participants and alternating treatment designs were employed to evaluate participants’ factual comprehension. Comprehension was measured by the number of correct oral responses after watching regular, nonadapted videos in the baseline phases, as well as after watching adapted videos and after searching videos for answers via hyperlinks in the treatment and maintenance phases. Results included the following findings: (1) Participants improved their factual comprehension of video content significantly after viewing videos modified with alternative narrations and various captioning adaptations. Additional significant improvements resulted after students had an opportunity to search the video for answers and adjust their original responses. (2) Participants performed equally well regardless of type of captions, whether highlighted text or picture or word based. (3) There was no significant difference in participant comprehension between motion videos and static images. Overall, adapted videos were found to offer innovative solutions for legally required access and active participation of students with ID/DD in grade and subject linked academic curricula.
Published by: Exceptional Innovations   (Website:http://www.exinn.net)

Technology and Media Division (TAM) of the Council for Exceptional Children (CEC)    (Web Site: http://www.tamcec.org )
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