Research Information System
International Journal of Developmental Disabilities, 2026 (SSCI, Scopus)
Objectives: The purpose of this study was to evaluate and compare the effectiveness and efficiency of self-directed and instructor-directed video prompting procedures in teaching vocational skills to adolescents with mild intellectual disability. In addition, the study examined the generalization and maintenance of skills acquired, and explored the perspectives of participants and teachers regarding the social validity of the intervention. Methods: In this study, an adapted alternating treatments design was employed to compare the effectiveness and efficiency of self-directed and instructor-directed video prompting in teaching vocational skills to individuals with intellectual disability. The participants were three male adolescents aged 16–17 years, all diagnosed with mild intellectual disability. Results: The results showed that all participants successfully acquired, maintained, and generalized the targeted vocational skills under both video promtings procedures. There were no major differences between the self-directed and instructor-directed video prompting procedures, although the instructor-directed video prompting procedure was shown to be slightly more effective and efficient. Conclusions: The findings of the study demonstrate that both instructor-directed and self-directed video prompting procedures are effective in supporting the acquisition, maintenance, and generalization of vocational skills among individuals with intellecual disabilities. However, the superior efficiency and effectiveness of the instructor-directed video prompting across participants highlight the importance of structured instructional support in video-based interventions.