Using Self-Directed Video Prompts to Teach Daily Living and Job-Related Skills Remotely
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| Title: | Using Self-Directed Video Prompts to Teach Daily Living and Job-Related Skills Remotely |
|---|---|
| Language: | English |
| Authors: | Kayla J. Jenssen (ORCID |
| Source: | Journal of Special Education Technology. 2026 41(2):177-198. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Students with Disabilities, Daily Living Skills, Job Skills, Intellectual Disability, Developmental Disabilities, Young Adults, Prompting, Cues, Video Technology, Distance Education, Videoconferencing, Program Effectiveness, Self Management |
| Geographic Terms: | Michigan |
| DOI: | 10.1177/01626434251349396 |
| ISSN: | 0162-6434 2381-3121 |
| Abstract: | Deficits in daily living and job-related skills are barriers to independence in living and employment for adults diagnosed with intellectual and developmental disabilities (IDD). This study examined the effects of self-directed video prompts delivered via video conferencing sessions on the acquisition of daily living and job-related skills for four young adults with IDD, ages 20-25 years old. Participants were initially trained to use Webex™ during an in-person meeting. All other procedures, including an Assessment of Functional Living Skills® (AFLS) pre- and post-assessment, training on how to access and use video prompts, and research sessions were conducted remotely. All participants achieved 100% of steps across three consecutive sessions for at least three target skills with video prompts alone. Evidence of generalization and maintenance was observed across all participants. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501645 |
| Database: | ERIC |
| Abstract: | Deficits in daily living and job-related skills are barriers to independence in living and employment for adults diagnosed with intellectual and developmental disabilities (IDD). This study examined the effects of self-directed video prompts delivered via video conferencing sessions on the acquisition of daily living and job-related skills for four young adults with IDD, ages 20-25 years old. Participants were initially trained to use Webex™ during an in-person meeting. All other procedures, including an Assessment of Functional Living Skills® (AFLS) pre- and post-assessment, training on how to access and use video prompts, and research sessions were conducted remotely. All participants achieved 100% of steps across three consecutive sessions for at least three target skills with video prompts alone. Evidence of generalization and maintenance was observed across all participants. |
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| ISSN: | 0162-6434 2381-3121 |
| DOI: | 10.1177/01626434251349396 |
