Identifying methods to increase the independent functioning of individuals with autism spectrum disorders (ASD) is vital in enhancing their quality of life; teaching students with ASD daily living skills can foster independent functioning. This review examines interventions that implement video modeling and/or prompting to teach individuals with ASD daily living skills. The findings suggest that daily living skills can effectively be taught through technology-enhanced methods, with video prompting reported as being an effective intervention method and video modeling being somewhat effective at increasing skill acquisition for students with ASD. Future research must address the effect that various components of the interventions (e.g., model type, perspective, length of video, error correction procedures, prompting fading, voiceover, method of viewing the video) have on student performance.

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A primary goal of instruction for students with developmental disabilities is to enhance their future quality of life by promoting skill acquisition which will enable them to live, function, and participate in the community. One instructional method that can help students with developmental disabilities improve independence in performing daily living skills is video prompting. This study investigated the effectiveness of a video prompting plus error correction procedure on skill acquisition when teaching daily living skills to four adolescents with mild and moderate developmental disabilities. A multiple baseline across participants design demonstrated that all four participants rapidly acquired dish washing skills upon introduction of the intervention. Future research should further explore the efficacy of error correction procedures used with video prompting and the impact that these procedures have on student learning and skill retention.

High-quality, effective vocabulary instruction is essential for supporting all students’ academic success, and it is particularly important for students with disabilities. Teacher preparation programs are faced with the challenge of not only training preservice teachers to provide effective vocabulary instruction across grades and content areas, but also to prepare them to teach students with disabilities. This randomized control trial included 200 preservice teachers. We tested the effects that a combination of multimedia instruction and performance feedback on evidence-based practices for effective vocabulary instruction had on participants’ knowledge and application of those practices. Compared with participants who received traditional lecture and text-based instruction and subjective feedback, we found that the group that received multimedia instruction and performance feedback implemented more of the practices, more frequently and for a longer duration. Implications for research and teacher preparation are discussed.

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