Abstract
Augmentative and alternative communication systems have been successfully used to help pupils with intellectual and developmental disabilities for functional communication skills. Whereas the effects of the GoTalk NOW application (app) available on the iPad have been investigated, no such study has been conducted in Saudi Arabia. This study investigated the effects of the “model, lead, and test” (MLT) technique paired with the GoTalk NOW app, which is used to teach four children with intellectual and developmental delays to correctly request. The participants were four children (three boys and one girl) from 6 to 8 years of age with intellectual and developmental disabilities. A multiple baseline design was implemented across all participants. All four participants made clear progress using the GoTalk NOW app on the iPad, and implementation of the MLT technique was successful in helping the participants request correctly and independently. This study provided a practical, effective, and easy-to-use method for special education teachers to teach children with disabilities. It contributes to expand the range of teaching options for children with intellectual and developmental disabilities.
Highlights
This study focused on tablets or digital devices (GoTalk app) on the iPad rather than on the picture exchange communication system or direct instruction flashcards (Dundon et al, 2013; Hill and Flores, 2014; Alzrayer et al, 2020)
There have been no studies investigating the effects of the MLT error correction technique paired with the GoTalk app (Arabic version) on an iPad to teach four children with intellectual and developmental disabilities
The purpose of this study was to (a) evaluate the effectiveness of the MLT error correction technique paired with the GoTalk app on an iPad to teach four children with intellectual and developmental disabilities to correctly request, (b) evaluate the effects of removing the MLT technique and having the children request independently, and (c) extend the use of the MLT technique using apps on an iPad2 that are appropriate for augmentative and alternative communication
Summary
Communication contributes greatly to the exchange of ideas and cultures, and social and emotional interaction with the surrounding environment. It is an essential factor in the learning process and cognitive growth of individuals through the use of different evaluative methods (Da Fonte and Boeseh, 2016; Okoli, 2017). The delay in the cognitive development of such individuals is one of the reasons for their low level of ability to communicate: they acquire language development at a slower rate, which results in delayed language development compared with their cohort (Hagan and Thompson, 2013; Paterson, 2014; Norrelgen et al, 2015). A complete loss of spoken language may result for those with severe intellectual disabilities. Even in the best of cases, the spoken language of those with intellectual disabilities is disturbed (Stephenson, 2009; Wilder et al, 2015)
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