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.
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