Using Robot-Assisted Instruction to Teach Students with Intellectual Disabilities to Use Personal Narrative in Text Messages

Abstract

In the current investigation, we evaluated the effectiveness of a multi-component package (i.e., robot, simultaneous prompting, self-graphing) for teaching three students, ages 19-21, with intellectual disabilities (ID) to write text messages that included a greeting, personal narrative, and closing. Data suggest that the package was effective in increasing correct performance for all participants. In addition, participants demonstrated their newly acquired texting skills across different communicative partners.

A Review of Developing Communication Skills for Students with Intellectual and Developmental Disabilities on College Campuses

“…Six of the research teams targeted multiple conversation skills for intervention (e.g., starting a conversation, waiting an appropriate response interval, eliciting eye contact, asking questions). Two teams targeted electronic text messaging (Pennington et al, 2014; Smith et al, 2009). Only one team targeted asking questions to enhance conversation skills (Mason et al, 2020).…”

“…One team, Mason et al (2020), evaluated the effects of online instructional modules and covert audio coaching. Pennington et al (2014) used a small humanoid robot to deliver simultaneous prompting procedures to participants.…”

“…Four of the studies (50%) included strategies for self-evaluation. Two teams reported the use of self-monitoring strategies (Pennington et al, 2014; Smith, 2015). One team provided participants the opportunity to review video recording performances (Detar, 2013), and one reported to check in with participants to provide opportunities to analyze their performance (Robinson, 2017).…”

“…The current review produced only eight studies, the majority of which evaluated instructional packages that comprised multicomponent interventions (e.g., robot technology + response prompts + self-evaluation, Pennington et al, 2014). Several of the components have previously been identified as evidence-based practices for teaching communication skills to individuals with ASD ages 15 to 22 years (i.e., response prompting, technology-aided instruction, video modeling, Steinbrenner et al, 2020).…”

“…Messaging is an important skill for success in college settings as students often use this form of communication to interact directly with peers, schedule meet ups for face to face interactions, and obtain class- related information (Skierkowski & Wood, 2012). The two teams targeted different message topographies: Pennington et al (2014) taught students to type text messages, whereas Smith and colleagues taught students to communicate with peers using a range of messaging topographies (i.e., text, audio, video). Both research teams taught students to emit simple messages using explicit instructional strategies (e.g., model-lead-test, response prompting strategies).…”