We compared two procedures (video prompting versus video modeling) for teaching six adults with developmental disabilities to set a table and put away groceries. Video prompting involved 10 separate video clips, each showing one step of the task analysis. Video modeling involved a single video showing all 10 steps from beginning to end. After watching the respective video clips, participants were given the opportunity to complete the task. Video prompting and video modeling procedures were counter-balanced across tasks and participants and compared in an alternating treatments design. Video prompting was effective in promoting rapid acquisition across both tasks in all but one case. Video modeling, in contrast, was generally shown to be ineffective. These data suggest that the number, duration, and/or perspective from which the video clips are filmed may influence their effectiveness as a teaching tool for individuals with developmental disabilities.
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