Comparing self-directed video prompting to least-to-most prompting in post-secondary students with moderate intellectual disabilities

Abstract

Objectives: This study compared the effects of self-directed video prompting with error correction using an iPod Touch to least-to-most prompting on teaching vocational skills to two post-secondary students with moderate intellectual disabilities.

Methods: Students were first taught to use the inPromptu mobile application on the iPod Touch. They were then taught to collate and pack a large envelope and to tri-fold papers and pack a business envelope. The two tasks were counterbalanced across students in an adapted alternating treatments design. Students were instructed to use self-directed video prompting with error correction to teach themselves one skill, and an instructor used least-to-most prompting to teach the second skill. Data were also collected on sessions to criterion and maintenance of the skills over time.

Results: Results demonstrated that both instructional techniques were effective in teaching the skills, and students generalized their use of the technology to learn a new skill with no additional instruction. These results were replicated with one of the students.

Conclusions: Self-directed video prompting with error correction and least-to-most prompting were nearly equivalent in terms of acquisition efficiency and maintenance. These findings suggest that self-directed video prompting with error correction could be used in vocational settings, allowing job coaches to fade more quickly and for adults with intellectual and developmental disabilities to be more independent.

Keywords:

• self-directed video prompting
• least-to-most prompting
• error correction
• moderate intellectual disabilities
• vocational skills
• iPod Touch