Exploring Video Modeling to Deliver Multisensory Instruction to Children with Language Disorders

Authors

  • Kristen Morgan Southeastern Louisiana University
  • Joann P. Judge The University of Southern Mississippi

Keywords:

Video modeling, language disorders, verbal rehearsal

Abstract

Multisensory instruction is a mode of instruction for children to learn. This instruction utilizes visual, verbal, and kinesthetic methods. There is little known about teaching motor skills through multisensory instruction through live or video modeling. The purposes of this preliminary study were: (1) to pilot the use of multisensory instruction to teach a gross motor skill to children with language disorders and (2) to determine the feasibility of implementing multisensory instruction through the use of video modeling. Results support the use of video modeling to teach a gross motor skill using multisensory instruction. Future research should further investigate multisensory instruction through the use of video modeling for special populations, such as children with language disorders, while keeping prompts, modifications, and video consistency in mind.

Author Biographies

Kristen Morgan, Southeastern Louisiana University

Kristen Morgan, PhD, is an assistant professor and the Adapted Physical Education Coordinator at Southeastern Louisiana University in the Department of Kinesiology and Health Studies.

Joann P. Judge, The University of Southern Mississippi

Joann P. Judge, PhD, CAPE, is an assistant professor at The University of Southern Mississippi in the School of Kinesiology and Nutrition.

References

Adi-Japha, E., & Abu-Asba, H. (2014). Learning, forgetting, and relearning: Skill learning in children with language impairment. American Journal of Speech-Language Pathology, 23(4), 696–707. https://doi. org/10.1044/2014_AJSLP-13-0031

Ashford, D., Davids, K., & Bennett, S. (2007). Developmental effects influencing observational modelling: A meta-analysis. Journal of Sports Sciences, 25(5), 547–558. https://doi.org/10.1080/02640410600947025

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc

Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorder. Exceptional Children, 73(3), 264–287. https://doi.org/10.4324/9781315231839-13

Beyer, R., Flores, M. M., & Vargas-Tonsing, T. (2009). Strategies and methods for coaching athletes with invisible disabilities in youth sport activities. Journal of Youth Sports, 4(2), 10–15.

Birsh, J. R. (2018). Multisensory teaching of basic language skills. Brookes Publishing Company.

Black, L. I., Vahratian, A., & Hoffman, H. J. (2015). Communication disorders and use of intervention services among children aged 3-17 years: United States, 2012. NCHS Data Brief, (205), 1–8.

Calvert, D. R. (1982). General American speech and phonic symbols. American Annals of the Deaf, 127(4), 405–410. https://doi.org/10.1353/aad.2012.1410

Case, L., & Yun, J. (2018). Video modeling and Test of Gross Motor Development-3 performance among children with autism spectrum disorder. European Journal of Adapted Physical Activity, 11(2), 1–11. https:// doi.org/10.5507/euj.2018.009

Clinton, E. (2016). A meta-anaylsis of video modeling interventions for children and adolescents with emotional/behavioral disorders. Educational Research Quarterly, 40(2), 67–86.

Coker, C. (2019). Combining attentional focus strategies: Effects and adherence. The Physical Educator, 76(1), 98–109. doi:10.18666/TPE- 2019-V76-I1-8520

Connor-Kuntz, F. J., & Dummer, G. M. (1996). Teaching across the curriculum: Language-enriched physical education for preschool children. Adapted Physical Activity Quarterly, 13(3), 302–315. https://doi. org/10.1123/apaq.13.3.302

Cox, A., & AFIRM Team. (2018). Video modeling. National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. http://afirm.fpg.unc. edu/video-modeling

Desmottes, L., Maillart, C., & Meulemans, T. (2017). Memory consolidation in children with specific language impairment: Delayed gains and susceptibility to interference in implicit sequence learning. Journal of Clinical and Experimental Neuropsychology, 39(3), 265–285. https://doi.org/10.1080/13803395.2016.1223279

DuBard, E., & Martin, M. K. (2000). Teaching language-deficient children: Theory and application of the association method for multisensory teaching. Educators Publishing Service.

Gray, S., Fox, A. B., Green, S., Alt, M., Hogan, T. P., Petscher, Y., & Cowan, N. (2019). Working memory profiles of children with dyslexia, devel- opmental language disorder, or both. Journal of Speech, Language, and Hearing Research, 62(6), 1839–1858. https://doi.org/10.1044/2019_JSLHR-L-18-0148

Hill, E. L. (2001). Non-specific nature of specific language impairment: A review of the literature with regard to motor impairments. International Journal of Language and Communication Disorders, 36(2), 149–171.

International Multisensory Structured Language Education Council (2019). https://www.imslec.org/mission-vision-purpose-benefits.asp

Iuzzini-Seigel, J. (2019). Motor performance in children with childhood apraxia of speech and speech sound disorders. Journal of Speech, Language, and Hearing Research, 62(9), 3220–3233. https://doi. org/10.1044/2019_JSLHR-S-18-0380

Jordán, N., Cuetos, F., & Suárez-Coalla, P. (2019). Prosody in the reading of children with specific language impairment. Journal for the Study of Education and Development, 42(1), 87–127. https://doi.org/10.1080/0 2103702.2018.1550161

Kapa, L. L., & Plante, E. (2015). Executive function in SLI: Recent advances and future directions. Current Developmental Disorders Reports, 2, 245–252.

Koekoek, J., van der Mars, H., van der Kamp, J., Walinga, W., & van Hil- voorde, I. (2018). Aligning digital video technology with game pedagogy in physical education. The Journal of Physical Education Recreation Dance, 89(1), 12–22. https://doi.org/10.1080/07303084.2017.13 90504

Kuusisto, M. A., Nieminen, P. E., Helminen, M. T., & Kleemola, L. (2017). Executive and intellectual functioning in school‐aged children with specific language impairment. International Journal of Language & Communication Disorders, 52(2), 127–136. https://doi. org/10.1111/1460-6984.12263

Kwak, E. (2005). The immediate effects of various task presentation types on middle school students skill learning. International Journal of Applied Sports Sciences, 17(1), 7–17.

Martínez, C., Maurits, N., & Maassen, B. (2023). Graphogame intervention as a tool for early diagnosis of reading difficulties in Spanish-speaking children with developmental language disorder. Child Language Teaching and Therapy, 39(1), 16–38. https://doi.org/10.1177/02656590221139232

Mason, R. A., Davis, H. S., Boles, M. B., & Goodwyn, F. (2013). Efficacy of point-of-view video modeling: A meta-analysis. Remedial and Special Education, 34(6), 333–345. https://doi.org/10.1177/0741932513486298

Mayer, R. E. (2005). Principles of Multimedia Learning Based on Social Cues: Personalization, Voice, and Image Principles. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 201–212).

McCullagh, P., Stiehl, J., & Weiss, M. R. (1990). Developmental modeling effects on the quantitative and qualitative aspects of motor performance. Research Quarterly for Exercise and Sport, 61(4), 344–350. https://doi.org/10.1080/02701367.1990.10607498

Morgan, K. (2019). Multisensory teaching: Crossing into a new discipline. PALAESTRA, 33(1), 46–51.

Morgan, K. N. (2019b). Using pictures and written descriptions for learn- ing. Strategies, 32(6), 36–39. https://doi.org/10.1080/08924562.2019.1658431

Murata, N. (2000). Speech- language strategies for physical educators. Journal of Physical Education, Recreation, & Dance, 71(2), 26–28. doi: 10.1080/07303084.2000.10606001

Murata, N. (2003). Language augmentation strategies in physical education. Journal of Physical Education, Recreation, & Dance, 74(3), 29–32. doi: 10.1080/07303084.2003.10608466

Nation, K. (2019). Children’s reading difficulties, language, and reflections on the simple view of reading. Australian Journal of Learning Difficulties, 24(1), 47–73. doi: 10.1080/19404158.2019.1609272

Nguyen, H. T., & Watanabe, M. F. (2013). Using visual supports to teach English language learners in physical education. Journal of Physical Education, Recreation & Dance, 84(8), 46–53. https://doi.org/10.1080/07 303084.2013.818432

Park, J., Bouck, E., & Duenas, A. (2019). The effect of video modeling and video prompting interventions on individuals with intellectual disability: A systematic literature review. Journal of Special Education Tech- nology, 34(1), 3–16. https://doi.org/10.1177/0162643418780464

Rosenbaum, S., & Simon, P. (2016). Speech and language disorders in children: Implications for the Social Security Administration’s supplemental security income program. https://doi.org/10.17226/21872

Sanjeevan, T., & Mainela-Arnold, E. (2017). Procedural motor learning in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 60(11), 3259–3269. https://doi. org/10.1044/2017_JSLHR-L-16-0457

Sanjeevan, T., & Mainela-Arnold, E. (2019). Characterizing the motor skills in children with specific language impairment. Folia Phoniatrica et Logopaedica, 71(1), 42–55. https://doi.org/10.1159/000493262

Shams, L., & Seitz, A. (2008). Benefits of multisensory learning. Trends in Cognitive Sciences, 12(11), 411–417. https://doi.org/10.1016/j. tics.2008.07.006

Smolak, E., McGregor, K. K., Arbisi-Kelm, T., & Eden, N. (2020). Sustained attention in developmental language disorder and its relation to working memory and language. Journal of Speech, Language, and Hearing Research, 63(12), 4096–4108. https://doi.org/10.1044/2020_ JSLHR-20-00265

Thomas, A., & Stratton, G. (2006). What we are really doing with ICT in physical education: A national audit of equipment, use, teacher attitudes, support, and training. British Journal of Educational Technology, 37(4), 617–632. https://doi.org/10.1111/j.1467-8535.2006.00520.x

Ulrich, D. A. (2000). The Test of Gross Motor Development (2nd ed.) Examiners Manual. Pro-Ed.

Weiss, M. R., Ebbeck, V., & Rose, D. J. (1992). “Show and tell” in the gymnasium revisited: Developmental differences in modeling and verbal rehearsal effects on motor skill learning and performance. Research Quarterly for Exercise and Sport, 63(3), 292–301. https://doi.org/10.1 080/02701367.1992.10608745

Wiig, E. H., Semel, E., & Secord, W. A. (2013). Clinical Evaluation of Language Fundamentals (5th ed.) (CELF-5). NCS Pearson.

Wray, C., Norbury, C. F., & Alcock, K. (2016). Gestural abilities of children with specific language impairment. International Journal of Language and Communication Disorders, 51(2), 174–182. https://doi. org/10.1111/1460-6984.12196

Wray, C., Saunders, N., McGuire, R., Cousins, G., & Norbury, C. F. (2017). Gesture production in language impairment: It’s quality, not quantity, that matters. Journal of Speech, Language, and Hearing Research, 60(4), 969–982. https://doi.org/10.1044/2016_JSLHR-L-16-0141

Yale, C. A. (1914). Formation and development of elementary English sounds. Gazette Printing Company.

Published

2023-12-06

Issue

Section

Feature Articles