Learning by Talking: Using Multimedia to Enhance Science Explanation Development of Neurodivergent Students

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VanUitert, V. J., Millirons, E., Coleman, O. F., & Kennedy, M. J. (2024). Learning by Talking: Using Multimedia to Enhance Science Explanation Development of Neurodivergent Students. Journal of Special Education Technology, 39(3), 403-418. https://doi.org/10.1177/01626434241257228

Publication date: 31 May 2024 Added to AutiHub: 6 Jul 2026 Type: Article Article language: English
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Authors

Publication authors
4
Publication authors identified as autistic
1 / 4 (25.0%)
  1. Victoria J. VanUitert *
  2. Emily Millirons
  3. Olivia Fudge Coleman
  4. Michael J. Kennedy

Abstract

Becoming proficient in scientific discourse such as argumentation or developing explanations can be challenging for students, including neurodivergent students (e.g., autistic students, students with learning disabilities, students with ADHD). Students need to practice developing arguments and explanations as well as sharing their conclusions with others; however, these opportunities do not regularly occur. The use of multimedia technology shows promise in being an engaging and effective way to support student learning and discussion of science topics and phenomena. This study investigated the use of a multimedia presentation called Dialogic Instruction for Argumentative Learning in Science (DIALS) in supporting upper-elementary neurodivergent students to provide complete responses to science questions. DIALS provides a structured inquiry investigation to the student in which they learn about a phenomenon through completing scaffolded animated experiments, explicitly learning how to develop an argument and respond to others conclusions, and learning relevant content information to support their argument and explanation development. An adapted alternating treatments design approach was used in this study. The phenomena explored were counterbalanced between three options: DIALS, PowerPoint comparison lessons, or control probe slides. Results from this study show promise in the use of DIALS in enhancing student complete responding to questions and providing quality claims for why they think phenomena occur. Implications for the findings are discussed.

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Cited references
64
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Cited references with an identified autistic author
2 / 64 (3.1%)
Cited author occurrences identified as autistic
2 / 187 (1.1%)
Among occurrences linked to AutiHub author records: 2 / 8 (25.0%). Distinct cited authors identified as autistic: 2 / 162 (1.2%).
Cited author occurrences linked to AutiHub author records
8 / 187 (4.3%)
Distinct linked cited authors: 7 / 162 (4.3%)
Linked cited-author occurrences not identified as autistic
6 / 8 (75.0%)
Among linked cited-author occurrences only. Across all cited-author occurrences: 6 / 187 (3.2%). Distinct linked cited authors not identified as autistic: 5 / 7 (71.4%).
2 cited bibliography entries could not be fully enriched from DOI metadata.
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