Three male high school students with autism spectrum disorders participated in this study. Vocational and daily living skills were taught using video prompting via an iPhone. Specifically, using a washing machine, making noodles, and using a copy machine were taught. A multiple probe design across behaviors replicated across participants was used to evaluate the effectiveness of the intervention. Results indicate that the three participants increased performance across all behaviors by increasing the percent of steps performed independently. This study introduces a novel approach to using instructional video, in that two of the three students were able to learn how to selfprompt with the iPhone and ultimately teach themselves the target skills. Maintenance probes were also conducted and the iPhone had to be returned to all three participants for two out of three behaviors for a return to criterion levels. In addition to study limitations, implications for practice for video self-prompting are discussed.

The purpose of this study was to evaluate the use of computer-based video instruction to teach generalized reading of words found on grocery store aisle signs and the location of the corresponding grocery items within those aisles. A multiple probe design across three sets of words, replicated across four students with moderate intellectual disabilities, was used to evaluate the effectiveness of the computer-based video program. All training sessions occurred through simulation using the computer-based program with "life-like" video recordings of multiple examples of three grocery stores. All generalization probes, including generalized reading of target words in a novel grocery store, were assessed in actual grocery stores. Results indicated that the computer-based video program alone was successful in teaching generalized reading of aisle signs and the location of items and that students generalized responding to a novel grocery store. Results are discussed in terms of the advantages of computer-based video instruction.

In this study, a personal digital assistant (PDA) with picture, auditory, and video prompts with voice over, was evaluated as a portable self-prompting device for students with autism spectrum disorder (ASD). Using a multiple probe design across three cooking recipes and replicated with three students with ASD, the system was tested for its effectiveness in increasing independent performance across the multiple step tasks. In addition, data were recorded for the number and types of prompts used by the students across time. Results indicate that the students with ASD were able to adjust the prompt levels used on the PDA and to maintain their ability to use the device to independently complete recipes over time.

To successfully integrate technology into any educational program, practitioners need awareness of available technology, an understanding of how it can assist with instruction, knowledge of ways it can support day-to-day activities and, finally, the ability to teach students as well as educators to use the technology. The proliferation of advanced mobile technologies specifically targeting individuals with moderate to severe intellectual disability and/or autism spectrum disorder means increased access to new tools and a greater need for educational service providers to be trained and ready to identify, recommend and deploy appropriate supports. The rapid rate of change in the technology industry is a formidable barrier to adequately preparing anyone except a technology specialist to be current on the latest advances. This article presents recommendations for school psychologists in terms of becoming familiar with the generally available technologies and the underlying instructional techniques rather than any specific technology products. Complete familiarity with all emergent technologies is improbable but through understanding the general ways technology can be used and the basic instructional practices, school psychologists will be better equipped to recommend further exploration of technological solutions for students. C 2013 Wiley Periodicals, Inc.The emerging and widespread use of technology to support persons with disabilities is evident by the growing number of studies investigating the use of technology-based interventions (Goldsmith & LeBlanc, 2004), including mobile technologies (Mechling, 2011). Much of the most recent research on the use of such technology has focused on a heterogeneous group of students who have a diagnosis of moderate/severe intellectual disability (reflected by IQ scores below 50) and/or autism spectrum disorder (MSID/ASD). As technology begins to permeate educational programming, school psychology trainers and practitioners alike need to identify the most promising and helpful tools that can be deployed readily within classroom contexts to assist in supporting the education of students with MSID/ASD. Part of that process not only involves awareness of available technologies, but also awareness and understanding of the extant research literature that supports their use. As such, this article examines how technology, specifically mobile technologies, can be used to support and teach students with MSID/ASD to be more independent.The awareness and understanding of the use of mobile technologies for individuals with MSID/ASD has particular relevance to the field of school psychology, as practitioners increasingly have been called on to support the educational needs of students with low incidence disabilities (especially those with ASD; see Sansosti and Sansosti in this issue). Moreover, it is highly likely that parents and advocates frequently request the use of mobile technologies within school-based

This paper summarizes the results of a review of the empirical literature (1999–2003) focusing on the use of instructor-created video recording incorporating personalized video to teach individuals with disabilities. Twenty-four investigations were identified which provided information on several effective procedures. Six areas of research on instruction through video technology were defined and analyzed through the identified studies: (a) video feedback, (b) video modeling, (c) video self-modeling, (d) subjective point of view, (e) interactive video instruction, and (f) computer-based video instruction. Implications of the research and suggestions for future research are discussed.