Using Video Prompting to Teach Food Preparation Tasks to Individuals with Intellectual Disabilities Using iPad Technology

There has been a growing trend in the research of teaching self-help, leisure, and vocational skills using video technology, as demonstrated by the recent number of research studies investigating video modeling and video prompting (e.g., Cannella-Malone et al., 2006; Goodson, Sigafoos, O’Reilly, Cannella, & Lancioni, 2007; Sigafoos et al., 2005; Sigafoos et al., 2007; Van Laarhoven, Johnson, Van Laarhoven-Myers, Grider, & Grider, 2009). Video technology allows for the teaching of skills that consist of response chains with less reliance on caregiver prompting (Cannella, O’Reilly, & Lancioni, 2005). The purpose of this study is to draw on previous research to demonstrate the effectiveness of a video prompting procedure delivered via an iPad, to teach food preparation skills to adolescent individuals with autism and other developmental disabilities. A multiple probe design across behaviors was used to evaluate the effectiveness of the video prompting procedure. The results will be presented and discussed in terms of the effectiveness of the video prompting procedure, the strengths and benefits, and the implications for subject selection.