Visual Communication Analysis (VCA): Implementing self-determination theory and research-based practices in special education classrooms

Abstract

The number of students with disabilities served under the federal law of the Individuals with Disabilities Education Act (IDEA) in public schools increased from 6.4 million to 7.0 million students from 2011 to 2017. Current curriculum offered to special needs students is eclectic and inconsistent as they vary across students, classrooms, districts, and throughout the nation. The current study examined the use of Visual Communication Analysis (VCA) within moderate to severe special education classes. Researchers found that through the use of VCA, children with various diagnoses of Autism Spectrum Disorder, Intellectual Disability, and/or Speech and Language Impairment were taught to type independently and thereby improved their learning and functional communication skills, while also showing significant decreases in maladaptive behaviors.

Early Intervention for an AtRisk 16-Month Old Using Visual Communication Analysis (VCA) Leads to Gifted Performance

“…The rate of acquisition and learning is much faster. Other research has found this to be true for older children however, replication of this study can determine if this is also true for very young children as was found in this case study [15,16].…”

“…VCA combines SDT principles in combination with visual supports, prompts, and technology-aided instruction. Research on VCA has illustrated significant decreases in maladaptive and self-injurious behaviors, as well as the ability to communicate via typing independently [15,16]. The purpose of this study was to assess any benefits of VCA when applied as an early intervention and as an assessment method.…”

Feasibility, acceptability, and perceived benefits of a creative arts intervention for elementary school children living with speech, language and communication disorders

“…Creating spaces that support these three psychological needs can foster children's creativity, motivation, and school engagement (18). Children with SLCD could particularly benefit from interventions that support their autonomy, competence, and relatedness, as they face additional challenges in these domains (19). Indeed, autonomy, supportive experiences, feeling connected to peers, and tasks that enable a sense of competence can all contribute to emotion expression through introspection and self-understanding (20).…”

Increasing car washing competency in adolescents with autism and intellectual disabilities: Researching visual task evaluation

“…On its generalization to untrained talents (i.e., social abilities), as well as their long-term impacts, there is a lack of research. Shkedy et al (2021) stated from 2011 to 2017; there were 7.0 million children with disabilities enrolled in public schools that were covered by the Participants with Disorders Education Act (IDEA), a federal legislation. The current curricula provided to students with special needs are diverse and incoherent because they differ amongst students, classes, districts, and the entire country.…”