Effects of Self-Directed Video Prompting on Vocational Task Acquisition

Abstract

Efficient vocational skills instruction is needed to meet the needs of a growing number of job seekers with intellectual and developmental disabilities (IDD). This study examined the effects of self-directed video prompting used to teach transition-age students with IDD chained vocational tasks. A multiple probe design across behaviors was replicated across two students. Both students mastered iPhone navigation after observing a model and completing two to three sessions in a training phase. After training, students independently navigated the iPhone and played video prompts. Both students made substantial progress on all three tasks, reaching 100% accuracy in two of the tasks.

Young adults with intellectual and other developmental disabilities acquire vocational skills with video prompting

“…Both the tasks and participants differed in our study and the study by Heider et al ( 2019 ), and either of these variables could have affected performance during maintenance sessions where videos were absent. Their target tasks comprised 28, 17, and 40 steps, whereas ours were comprised of five (repeated eight times), 18, 14, and 15 steps.…”

“…One of our goals in conducting the present study was to add to the findings of Cullen et al ( 2017 ) and Heider et al ( 2019 ) by providing further data regarding the maintenance of acquired vocational skills, a topic that has not been adequately studied (Cannella‐Malone & Schaefer, 2017 ; Park et al, 2019 ). Strong maintenance of acquired skills was obtained in our study even though participants did not have continued access to the video prompts.…”

“…The positive results reported by Cullen et al ( 2017 ) and Heider et al ( 2019 ) suggest that video prompting may help people with IDD acquire work‐related skills. To extend this line of research and to maximize the practical benefits of video prompting procedures, the present study examined a variation of previously published procedures that required relatively minimal staff–learner interaction.…”

“…534‐536; Park et al, 2019 ), such as many daily living skills (e.g., Cannela‐Malone et al, 2011; Gardner & Wolfe, 2013 ; Kellems et al, 2018 ; Kim & Kang, 2020 ; Thomas et al, 2020 ). Additionally, two recent studies show that video prompting is an efficient strategy for helping young people with IDD acquire work‐related skills (Cullen et al, 2017 ; Heider et al, 2019 ).…”

“…Short‐term maintenance was also demonstrated for one participant. Heider et al ( 2019 ) also used self‐directed video prompting to teach two young adults with moderate to intensive IDD to perform three work tasks. When an error occurred, the researchers provided specific vocal‐verbal feedback about the error and prompted the participant to rewatch the video of the step they missed.…”