Individuals with intellectual and developmental disabilities struggle to find integrated employment because of their challenges with vocational task acquisition and completion.In this study, self-directed video prompting on iPads was used with three male participants with intellectual and developmental disabilities. A multiple probe across tasks design was used to determine the effects of the intervention on the accuracy of vocational task acquisition in integrated employment settings. Prior to intervention with self-directed video prompting in the integrated employment setting, a multiple probe across participants design was used to determine the effects of a training package for teaching iPad usage consisting of modeling and least-to-most prompting on a training task. All three participants acquired device usage in two to five trials. The participants all acquired three vocational tasks in the course of the study and demonstrated generalization to new materials, settings, or people in two of their three tasks.iii Dedication Dedicated to my sisters and nieces, an amazing gift from God!

Barriers in acquiring, maintaining, and generalizing daily living skills are factors that contribute to discrepancies in independent living outcomes among transition age youth and young adults with intellectual and developmental disabilities (IDD). Acquisition and generalization of daily living skills empowers transition age youth and young adults with disabilities to meet their own needs with minimal reliance on others. Infusing the use of technology as a selfprompting device facilitates the acquisition of tasks that may not be otherwise attainable. In this study, self-directed video prompting on an iPad with the My Pictures Talk application was used to help young adults with IDD in a postsecondary program acquire daily living skills in a single subject, multiple probe across subjects design. The effects of the intervention on generalization to tasks that were one, two, and three components different were also assessed. Results demonstrated a functional relationship between the introduction of the intervention and improvement in skill performance.

A program improvement cycle for increasing the quality of postsecondary programs for students with disabilities is described. Nine promising practices were selected from a review of promising practices submitted by 21 model demonstration projects that have been charged with improving the quality of postsecondary education for students with disabilities. These nine practices were divided into three phases of the program improvement cycle: (1) assessing the climate of the institution; (2) delivering professional development activities to administrators, faculty and students; and (3) building capacity for institutional change. Focus group comments from faculty and students are infused throughout the article to illustrate the beliefs and recommendations of these two primary stakeholders.

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