Effectiveness of Teaching English Introductory Phrases with Digital Dialogue Cards to Students with Intellectual Disabilities

Abstract

In this study, the effectiveness of the use of direct instruction together with the visualized dialogue cards in teaching English introductory phrases and mutual dialogue to students with intellectual disabilities was studied. The study started with four students with mild intellectual disability, however, one student dropped out due to absenteeism and the study was concluded with three students. In this research, one of the single-subject research models, multiple probe model with probe phase was used in teaching English introductory phrases and the ability to establish mutual dialogue. The research findings showed that the use of the direct instruction method together with the visualized dialogue cards was effective in teaching the target behaviors to the three participants. It is seen that the participants provide generalization between people, environments and tools regarding the target behaviors after the end of the instruction and they maintain the target behaviors at a high rate after 2, 4 and 6 weeks. The social validity findings of the study show that the parents of the participants were satisfied with the study and expressed positive opinions about the research. At the end of the research, suggestions were made for the future.

Keywords

• intellectual disability
• teaching English phrases
• teaching English dialogue skills
• digital technology
• teaching English as a foreign language

References

1. American Psychiatric Association (APA). (2013). Anxiety disorders. In Diagnostic and statistical manual of mental disorders (DSM-5) (5th ed.). https://doi.org/10.1176/appi.books.9780890425596.dsm05
2. Artiles, J. A. & Ortiz, A. A. (2002). English Language Learners with Special Education Needs: Identification, Assessment, and Instruction. Center for Applied Linguistics. Washington, United States of America. ERIC: ED482995
3. Başar, T., & Şahin, L. (2022). Technology integration in teaching English as a foreign language: A content analysis study, Journal of Educational Technology and Online Learning, 5 (1), 204-222. https://doi.org/10.31681/jetol.972577
4. Bawa, A., & Osei, M. (2018). English Language Education and Children with Intellectual Disabilities, International Journal of Development and Sustainability, 7 (11), 2704-2715.
5. Browder, D., Wakeman, S., Spooner, F., Ahlgrim-Delzell, L., & Algozzine, R. F. (2006). Research on reading instruction for individuals with significant cognitive disabilities. Exceptional Children, 72 (4), 392-408. https://doi.org/10.1177/001440290607200401
6. Carnine, D. (1989). Teaching complex content to learning disabled students: The role of technology. Exceptional Children, 55 (6), 524–533. https://doi.org/10.1177/001440298905500606
7. Collins, A., & Halverson, R. (2010). The second educational revolution: Rethinking education in the age of technology. Journal of Computer Assisted Learning, 26, 18-27. https://doi.org/10.1111/j.1365-2729.2009.00339.x
8. Demir, E. B. K., Özbek, A. B., & Demir, K. (2022). Exploring Turkish special education teachers’ experiences of emergency remote teaching during the COVID-19 pandemic. Journal of Educational Technology and Online Learning, 5(2), 316-335. https://doi.org/10.31681/jetol.1076853

9. Deveci Topal, A., Kolburan Geçer, A., & Çoban Budak, E. (2023). An analysis of the utility of digital materials for high school students with intellectual disability and their effects on academic success. Univ Access Inf Soc 22, 95–110. https://doi.org/10.1007/s10209-021-00840-0
10. Erbaş, D. (2012). Güvenirlik. E. Tekin-İftar (Ed.), Eğitim ve Davranış Bilimlerinde Tek Denekli Araştırmalar içinde (s. 109-131).Türk Psikologlar Derneği Yayınları.
11. Flores, M., Musgrove, K., Renner, S., Hinton, V., Strozier, S., Franklin, S., & Hil, D. A. (2012). Comparison of communication using the Apple iPad and a picture-based system. Augmentative and Alternative Communication, 25(2), 74-84. https://doi.org/10.3109/07434618.2011.644579
12. Florian, L. & Rouse, M. (2001). Inclusive Practice in English Secondary Schools: Lessons learned. Cambridge Journal of Education, 31(3), 399-412. https://doi.org/10.1080/03057640120086648
13. Haleem, A., Javaid, Mohd., Qadri, M. A., & Suman, E. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computer, 3, 275-285. https://doi.org/10.1016/j.susoc.2022.05.004
14. Joseph, L. M., & Konrad, M. (2009). Teaching students with intellectual or developmental disabilities to write: A review of the literature. Research in Developmental Disabilities, 30, 1-19. https://doi.org/10.1016/j.ridd.2008.01.001
15. Joshi, R. M. (2006). Vocabulary: A critical component of comprehension. Reading & Writing Quarterly, 21, 209-219. https://doi.org/10.1080/10573560590949278
16. Kagohara, D. M., Van der Meer, L., Ramdoss, S., O'Reilly, M. F., Lancioni, G. E., Davis, T. N., ... Sigafoos, J. (2013). Using iPods® and iPads® in teaching programs for individuals with develop mental disabilities: A systematic review. Research in Developmental Disabilities, 34, 147-15. https://doi.org/10.1016/j.ridd.2012.07.027
17. Krapez, S. (2010). Second language comprehension and acquisition in mentally disabled children-illusion or reality. http://porocevalec.ibs.si/sl/component/content/article/42-letnik-1-t-3/136-staa-krape-ma-ed-applied-linguistics-second-language-comprehension-and-acquisition-in-mentally-disabled-children-illusion-or-reality
18. Kurniati, D., Rukmini, D., Saleh, M., & Lingaar Bharati, D. A. (2019). How is Picture Mnemonic Implemented in Teaching English Vocabulary to Students with Intellectual Disability? Advances in Health Sciences Research, 27, 119-122. https://doi.org/10.2991/ahsr.k.200723.029
19. Ledford, J. R., & Gast, D. L. (Eds.). (2018). Single Case Research Methodology (p. 377). Routledge.
20. Lockyer, L., & Patterson, J. (2008). Social Networking Technologies in Education: A Case Study of a Formal Learning Environment. Eighth IEEE International Conference on Advanced Learning Technologies, 529-533. doi: 10.1109/ICALT.2008.67.
21. Macias Mosquera, K. Y., & Villafuerte Holguin, J. S. (2020). Teaching English Language in Ecuador: A Review from the Inclusive Educational Approach. Journal of Arts and Humanities, 9, 75-90. https://doi.org/10.18533/journal.v9i2.1854
22. Matson, J. L., Hattier, M. A., & Belva, B. (2012). Treating adaptive living skills of persons with autism using applied behavior analysis: A review. Research in Autism Spectrum Disorders, 6(1), 271-276. https://doi.org/10.1016/j.rasd.2011.05.008
23. McColl, H. (2005) Foreign language learning and inclusion: who? Why? What? – and how? Support for Learning, 20(3), 1–10. https://doi.org/10.1111/j.0268-2141.2005.00372.x
24. McLean, P., Heagney, M., & Gardner, K. (2003). Going Global: The implications for students with a disability. Higher Education Research & Development, 22(2), 217-228. https://doi.org/10.1080/07294360304109
25. Miranda, L. W., Wells, J. C., & Jenkins, A. (2017). Preparing special education teacher candidates to teach English language learners with disabilities: How well are we doing? Language Teaching Research. https://doi.org/10.1177/1362168817730665
26. Mohammadian, A., & Mohammadian Dolatabadi, S. (2016). The Effect of Affection on English Language Learning of Children with Intellectual Disability Based on Total Physical Response Method of Language Teaching. International Journal of English Language and Literature Studies, 5(2), 92-103.
27. Moore, M., & Calvert, S. (2000). Brief report: Vocabulary acquisition for children with autism: Teacher or computer instruction. Journal of Autism and Developmental Disorders, 30, 359-362. https://doi.org/10.1023/A:1005535602064
28. Musyoka, M. M. & Clark, M. D. (2017). Teachers’ perceptions of individualized education program (IEP) goals and related services. J Dev Phys Disabil, (29 (5), 5-23.
29. Nyugen, H. T. (2012). General education and special education teachers collaborate to support English language learners with learning disabilities. Issues in Teacher Education, 21 (1), 127-152.
30. Oda, T. (2010). Tutoring an American autistic college student in Japanese and its challenges. Support for Learning, 25(4), 165-171. https://doi.org/10.1111/j.1467-9604.2010.01462.x
31. Parette, H. P., Blum, C., Boeckmann, N. M., & Watts, E. (2009). Teaching word recognition to young children who are at risk using Microsoft Powerpoint coupled with direct instruction. Early Childhood Education Journal, 36, 393-401. https://doi.org/10.1007/s10643-008-0300-1
32. Patel, D. R., Cabal, M. D., Ho. A., & Merric, J. (2020). A Clinical Primer on Intellectual Disability. Translational Pediatrics (Neurodevelopmental and Neurobehavioral Disorders in Children), 9(1) https://tp.amegroups.com/article/view/36118/28320
33. Riviera, M. O., Koorland, M. A., & Fueyo, V. (2002). Pupil-made pictorial prompts and fading for teaching sight words to a student with learning disabilities. Education & Treatment of Children, 25(2), 197-207. https://www.jstor.org/stable/42900526
34. Roberts-Yates, C., & Silvera-Tawil, D. (2019). Better Education Opportunities for Students with Autism and Intellectual Disabilities through Digital Technology, International Journal of Special Education, 34(1), 197-210.
35. Rodríguez Carreón, Y. S. & Serrato Salazar, D. I. (2017). Teaching students with intellectual disability to use English through pragmatics. RIE-UANL Revista de Investigacion Educative, 4(4), 60-79.
36. Ross, C. Y. (2021). Below-average intellectual and adaptive functioning, in Robyn Thom, and Christopher McDougle (eds), Child and Adolescent Psychiatry, What Do I Do Now Psychiatry. New York; online edn, Oxford Academic. https://doi.org/10.1093/med/9780197577479.003.0003
37. Sani-Bozkurt, S. (2021). Education and technology support for children and young adults with ASD and learning disabilities. Journal of Educational Technology and Online Learning (JETOL), 4 (1) 66-69
38. Seok, S., DaCosta, B., & Min Yu, B. (2015). Spelling practice intervention: A comparison of tablet pc and picture cards as spelling practice methods for students with developmental disabilities. Education and Training in Autism and Developmental Disabilities, 50(1), 84-94.
39. Snyder, S., & Huber, H. (2019). Computer Assisted Instruction to Teach Academic Content to Students With Intellectual Disability: A Review of the Literature. Am J Intellect Dev Disabil, 124 (4), 374-390. DOI:10.1352/1944-7558-124.4.374 https://doi.org/10.1352/1944-7558-124.4.374
40. Sparks, R., & Ganschow, L. (1993). The impact of native language learning problems of foreign language learning: Case study illustrations of the linguistic coding deficit hypothesis. Modern Language Journal, 77, 58–74. https://doi.org/10.2307/329559
41. Upa, Y. and Mbato, C. L. (2020). English teacher identity construction: indonesian teachers’ motivation and strategies in teaching english for special needs students. PROJECT (Professional Journal of English Education), 3(2), 311. https://doi.org/10.22460/project.v3i2.p311-321
42. Van der Meer, L., Didden, R., Sutherland, D., O'Reilly, M., Lancioni, G., & Sigafoos, J. (2012). Comparing three augmentative and alternative communication modes for children with develop mental disabilities. Journal of Developmental and Physical Disabilities 24, 451-468. https://doi.org/10.1007/s10882-012-9283-3
43. Varea, V., Gonzalez-Calvo, G., & Garcia-Monge, A. (2022). Exploring the changes of physical education in the age of Covid-19. Physical Education and Sport Pedagogy, 27(1), 32-42, https://doi.org/10.1080/17408989.2020.1861233
44. Vedora, J., & Stromer, R. (2007). Computer-based spelling instruction for students with developmental disabilities. Research in Developmental Disabilities, 28, 489-505. https://doi.org/10.1016/j.ridd.2006.06.006
45. Wire, V. (2005). Autistic spectrum disorders and learning foreign languages. Support for Learning, 20(3), 123-128. https://doi.org/10.1111/j.0268-2141.2005.00375.x
46. World Health Organization (WHO). (2011). World Report on Disability. https://www.who.int/publications/i/item/9789241564182
47. Yahya, S., Yunus, M. M., & Toran, H. (2013). Instructional practices in enhancing sight vocabulary acquisition of ESL students with autism. Procedia-Social and Behavioral Sciences, 93, 266-270. https://doi.org/10.1016/j.sbspro.2013.09.187
48. Yıldırım Doğru, S. (2018). Zihinsel Yersizliği Olanlar ve Eğitimleri. Ü. Şahbaz (Ed.), Özel Eğitim ve Kaynaştırma (p. 182-220). Ankara: Anı Yayınları.
49. Yin, R. K., & Moore, G. B. (1987). The use of advanced Technologies in special education: Prospects from robotics, artificial intelligence, and computer simulation. J Learn Disabil, 20 (1), 60-63. https://doi.org/10.1177/002221948702000111