Practitioner-Implemented Video Prompting on Vocational Skills of Students With Significant Intellectual and Developmental Disabilities
Abstract
This study investigates the effectiveness of practitioner-implemented video prompting as an intervention for teaching essential vocational skills to students with significant intellectual and developmental disabilities (IDD). The research addresses the critical need for evidence-based practices that can be feasibly implemented by educators and service providers in real-world settings.
Background
Students with significant intellectual and developmental disabilities face substantial barriers to employment, with unemployment rates remaining disproportionately high. Traditional training methods often require intensive one-on-one instruction, making them resource-intensive and difficult to scale. Video prompting offers a promising alternative that can provide consistent, repeatable instruction while reducing the burden on practitioners.
Key Research Questions
This study examined:
- How effectively can practitioners implement video prompting interventions?
- What types of vocational skills can be successfully taught using this approach?
- How do students with significant IDD respond to video prompting instruction?
- What are the maintenance and generalization outcomes?
Findings
The research demonstrated that:
- High implementation fidelity: Practitioners were able to implement video prompting procedures with high levels of accuracy
- Skill acquisition: Students successfully learned targeted vocational skills across various job tasks
- Maintenance: Skills were retained over time with minimal additional training
- Practical feasibility: The intervention was viewed as practical and sustainable by implementing practitioners
Practical Applications
This research provides valuable guidance for:
- Special education teachers: Implementing video prompting in classroom-based vocational training
- Transition coordinators: Developing effective pre-employment skill training programs
- Vocational rehabilitation counselors: Supporting clients with evidence-based training methods
- Job coaches: Using technology-enhanced instruction in workplace settings
Implications for Policy and Practice
The findings support the use of video prompting as a cost-effective, evidence-based practice for vocational skill instruction. This research contributes to the growing body of literature supporting technology-enhanced interventions for individuals with significant disabilities.
Published in: Career Development and Transition for Exceptional Individuals, Vol. 47(3), pp. 148-158 (2024)
DOI: 10.1177/21651434231170540
Keywords: Video prompting, vocational skills, intellectual disabilities, developmental disabilities, practitioner implementation, employment preparation