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Abstract

Video prompting, a subtype of video-based instruction, is an effective intervention for teaching vocational skills to individuals with intellectual and developmental disabilities (IDDs). With its advantages in reusability and accessibility, it can be used as a self-directed tool to promote individuals’ working independence. However, there is limited evidence on self-directed video prompting in vocational skill acquisition. In this single-case multiple probe across participants design, four transition-age young adults with IDD participated in delivering their own video prompts to acquire vocational skills. All participants demonstrated positive learning outcomes in skill learning, maintenance, and generalization. These findings contribute to the growing body of research with positive evidence that young adults with IDD have great potential to deliver video prompts independently across skills and contexts. Limitations and implications for future research and practice were discussed.

Keywords

vocational skills video prompting self-management strategies intellectual and developmental disabilities single-case design secondary transition

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Toward Empowering Young Adults With Intellectual and Developmental Disabilities to Self-Deliver Video Prompts

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