Objective: The purpose of this investigation was to determine the effectiveness of multimodal intervention using InferCabulary, a web-based program, on receptive vocabulary in high school students with language impairments. Method: The investigation utilized a multiple baselines across participants, single-subject research design. Three participants completed one pretest to determine unknown Tier 2 words. Following the baseline data collection, participants participated in 20-to-30 minute multimodal intervention sessions (verbal and visual stimuli derived from InferCabulary) 4x a week for a maximum of 12 sessions. Data were collected after each session to determine the percentage of Tier 2 words identified. Results: Results indicated a significant therapeutic effect in receptive vocabulary skills once the intervention was introduced. All participants’ data demonstrated 100% of non-overlapping data and 100% of intervention data points fell outside of the two-standard deviation band. These results provide additional evidence that the intervention was effective, and results were not due to chance. Conclusion: The findings suggested that multimodal intervention effectively increases receptive vocabulary skills in high school students with language impairments. Further research, including the replication or expansion of the current study is needed to generalize results and determine long term effects.
