Systematic Review of Video-Based Instruction to Teach Employment Skills to Secondary Students with Intellectual and Developmental Disabilities

Abstract

Individuals with intellectual and developmental disabilities (IDD) have a significantly lower employment rate than those without disabilities. One promising intervention for improving employment outcomes is video-based instruction. The purpose of this systematic review was to examine the application of video-based instruction (VBI) to teach employment skills to secondary students with IDD. Twenty-one studies included in this review provide strong evidence that VBI is an effective intervention to prepare secondary students with IDD for future employment, among which video prompting with error correction was the most frequently used intervention combination. However, the application of VBI was limited to a small number of occupations and contexts. Specifically, most studies were conducted in school settings and focused on technical skills related to performing repetitive tasks. We recommend that future research focus on the broader application of VBI to more diverse employment skills, with an emphasis on generalization to authentic employment settings.

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