TAP To SKILL: Using Self-Directed Video Prompting to Promote Independence in Inclusive School Settings

Abstract

Many students who have Extensive Support Needs (ESN) struggle with increasing their independence in inclusive classrooms. Federal law is clear that all students—including students with ESN—should be educated alongside their peers without disabilities in regular education classrooms to the “maximum extent appropriate.” Self-directed video prompting is an evidence-based practice that has been proven to fade adult support while building student independence. This article provides a practical how-to guide for how teachers can support their paraeducators in using self-directed video prompting. It introduces a framework for implementation called TAP To SKILL and describes what this approach looks like in action.