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

Abstract

This study investigated the effects of alternative narration, highlighted text, picture/word-based captions, and interactive video searching features for improving comprehension of nonfiction academic video clips by students with intellectual and developmental disabilities (ID/DD). Combined multiple baselines across participants and alternating treatment designs were employed to evaluate the factual comprehension by five postsecondary participants with ID/DD. 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. Findings included: (a) the participants improved their factual comprehension of video content significantly after viewing videos modified with alternative narrations and various captioning adaptations, which resulted in additional significant improvements after students had an opportunity to search the video for answers and adjust their original oral responses; (b) the participants performed equally well regardless of the type of captions (highlighted text or picture/word-based); and (c) there was no significant difference in participant comprehension between motion videos and static images. Adapted videos offer innovative solutions for legally required access and active participation of students with intellectual and developmental disabilities in grade- and subject-linked academic curriculum.