Using Self-Directed Video Prompts to Teach Daily Living and Job-Related Skills Remotely

Abstract

Deficits in daily living and job-related skills are barriers to independence in living and employment for adults diagnosed with intellectual and developmental disabilities (IDD). This study examined the effects of self-directed video prompts delivered via video conferencing sessions on the acquisition of daily living and job-related skills for four young adults with IDD, ages 20–25 years old. Participants were initially trained to use Webex™ during an in-person meeting. All other procedures, including an Assessment of Functional Living Skills® (AFLS) pre- and post-assessment, training on how to access and use video prompts, and research sessions were conducted remotely. All participants achieved 100% of steps across three consecutive sessions for at least three target skills with video prompts alone. Evidence of generalization and maintenance was observed across all participants.

Keywords

secondary transition applied behavior analysis video applications

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