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

• Published in: Cogent psychology Vol. 8; no. 1
• Main Authors: Shkedy, Gary, Shkedy, Dalia, Sandoval-Norton, Aileen H., Fantaroni, Grace, Montes Castro, Javier, Sahagun, Norma, Christopher, Dawn
• Format: Journal Article
• Language: English
• Published: Abingdon Cogent 01.01.2021; Taylor & Francis Ltd; Taylor & Francis Group
• Subjects: Autism; Behavior; Classrooms; Communication; Curricula; Educational technology; Individuals with Disabilities Education Act 1990-US; Intellectual disabilities; Language disorders; Learning; Maladaptive Behavior; Motivation; Neuropsychology; Population; Psychology; Public schools; Skills; Special Education; Special education teachers; Students with disabilities; Teaching; Visual communication; Visual Communication Analysis
• ISSN: 2331-1908; 2331-1908
• DOI: 10.1080/23311908.2021.1875549

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.