Effects of self-directed video prompting using iPads on the vocational task completion of young adults with intellectual and developmental disabilities

BACKGROUND: Individuals with intellectual and developmental disabilities struggle to find integrated employment because of their challenges with vocational task acquisition and completion. Video-based self-directed prompts have been utilized on iPads, smartphones, and personal digital assistants (PDA’s) to overcome this challenge in acquiring and completing vocational tasks in integrated community-based employment settings. OBJECTIVE: In this study, self-directed video prompting on iPads was used with three male participants with intellectual and developmental disabilities in integrated community-based employment settings. METHODS: A multiple probe across tasks design was used to determine the effects of the intervention on the acquisition and accurate completion of vocational tasks 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. RESULTS: 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. CONCLUSION: Video-based self-directed prompts promote improved performance in integrated community-based employment settings.