Examining Digital Messaging Applications for Postsecondary Students With Intellectual Disability

Abstract

The purpose of this study was to examine the effects of using mobile technology applications to improve digital communication skills in four postsecondary students with intellectual disability. An alternating treatment design was used to compare the effectiveness of three mobile technological applications to improve digital communicative interactions. Digital communication skills included sending and receiving text, audio, and video messages. The results indicate that all students improved the quality and independence of digital communicative interactions. Findings are discussed in the context of teaching the use of technology to improve communication in adults with intellectual disabilities.