We conducted a systematic replication of Cannella-Malone et al. by comparing the effects of video prompting to video modeling for teaching seven students with severe disabilities to do laundry and wash dishes. The video prompting and video modeling procedures were counterbalanced across tasks and participants and compared in an alternating treatments design within a multiple probe across participants design. For six participants, video prompting was more effective than video modeling, which was generally ineffective. For one participant, neither video modeling nor video prompting was effective, but in vivo instruction led to skill acquisition. One participant who was deaf was also able to learn both skills using video prompting, even though he could not hear the voice-over instructions. These data suggest that the duration of the video may influence its effectiveness as a teaching tool and that the voice-over instructions may not be necessary.

Existing reviews address important questions about subsets of practitioner training studies in special education but leave important questions about the broader literature unanswered. In this comprehensive review, we identified 118 peer-reviewed single-case-design studies in which researchers tested the efficacy of practitioner training on implementation of educational practices to students with disabilities. We found publication of studies has proliferated in recent years, and most studies involved a multiple-baseline or multiple-probe design, researchers as training agents, in-service special education teachers or paraprofessionals as trainees, and students with learning disabilities or autism spectrum disorder as recipients of intervention. Through visual analysis, we detected 521 effects out of 626 opportunities across studies. The mean d-Hedges-Pustejovky-Shadish effect size was d = 2.48. Behavioral-skills training was associated with the most consistent improvement of implementation fidelity. We found statistically significant associations between implementation fidelity and modeling, written instructions for implementation, and verbal performance feedback.

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Although peer-mediated interventions are an evidence-based approach for improving social and learning outcomes for students with intellectual disability (ID), their impact on participating peers has received limited attention. Knowing whether and how peers are affected could influence the extent to which these interventions are more widely adopted in schools. The purpose of this review was to (a) summarize extant research on the behaviors of peers without disabilities and their perception of interacting with students with ID, (b) identify common behaviors measured for peers, and (c) evaluate the effects of peer-mediated interventions on peers. Toward that effort, we reviewed 53 studies. Results indicate that interventions have successfully increased peers’ interactions with their classmates with ID and suggest some positive outcome for peers; however, consistent methodological gaps limit further analysis. We offer recommendations for strengthening future research involving peers within interventions for students with ID.