Appropriate physical education program for students with an intellectual disability can increase their engagement in inclusive physical activity; however, fewer than a quarter of students with an intellectual disability meet the current physical activity guidelines. In this study, we used a single-case multiple probe across participants design to…

The problem identified in this research was that the most-to-least (MTL) prompting strategies used for individuals with intellectual disability (ID) had not been consistently demonstrated in research for personal hygiene, specifically tooth brushing. It has been well known that people with ID acquire skills differently than typically developing…

Independent living skills (ILS) are crucial for the post-school success of students with disabilities. In this systematic literature review, we examined ILS interventions for secondary and postsecondary education students with intellectual disability or autism ranging from ages 13-24 years. Forty-two articles met the inclusion criteria and were…

Individuals engage in purchasing skills on a daily basis. Regardless of the curricular focus of secondary students with intellectual and developmental disabilities (IDD; i.e., academic or functional), possession of life skills is important. In this single case design study, researchers examined the provision of online instruction to three U.S.…

Individuals with intellectual and developmental disabilities have increased risk for developing challenging behavior. One particularly dangerous topography of challenging behavior is rapid eating. Rapid eating can lead to increased risk for choking and obesity as well as negatively impact social interactions during mealtimes (Anglesea et al.,…

Systematic instruction and video modeling are evidence-based practices for teaching academic skills to students with intellectual disabilities; however, its efficacy has not been established for teaching graphing skills in a small-group setting. Three elementary school students with hearing and intellectual disabilities were taught to describe…

Telehealth uses electronic information and telecommunication technologies to deliver long-distance clinical services. It has successfully been used by clinical professionals to teach family and staff members to provide evidence-based assessment and treatment procedures. There is no research to date, however, evaluating the use of telehealth to…

The purpose of this study was to evaluate the effects of using video modeling (VM) to teach three young adults with autism spectrum disorder (ASD) and intellectual disability (ID) to independently communicate their physical location via text and phone call. We used a multiple-probe research design across behaviors to evaluate the effects of the…

Adults with intellectual disability (ID) have significantly lower levels of fitness compared to the general population. The study examined the effects of a multicomponent familiarization intervention, consisting of a visual activity schedule and a video-enhanced system of least-to-most prompting, both displayed via an iPad, on the acquisition of…

A single subject multiple probe design across participants was used to examine the effects of distributing trials in shared stories on listening comprehension and skill acquisition with students with significant cognitive disability (SCD). The results suggest a functional relationship between the independent and each of the dependent variables. In…

Researchers have demonstrated that video-based interventions are effective at teaching a variety of skills to individuals with intellectual disabilities. To replicate and extend this line of research, we initially planned to compare the effects of video modeling and video prompting on the acquisition of a novel work skill (i.e., data entry) in two…

Students with autism spectrum disorder (ASD) and intellectual disability (ID) may experience challenges when learning tasks that are complex and require numerous steps. This difficulty can lead to employment issues for this population of learners. Therefore, researchers have explored methods to teach employment-related tasks to students with ASD…

Mobile technology provides increasingly accessible and normative tools for communication that does not require intelligible oral expression. For adolescents with autism spectrum disorders (ASD) and complex communication needs, mobile technology presents opportunities for inclusive social experiences and additional modalities for communicating with…

A popular technology-based intervention is video-based instruction (VBI). VBI is known to be effective in teaching various skills to individuals with intellectual disability. Although many researchers have taught this population various skills using video modeling and/or prompting, none have conducted a literature review for this population. The…

Social communication is a key component in building and maintaining friendships. However, students with autism spectrum disorder and intellectual disability often exhibit deficits in communication behaviors. Peer-mediated interventions are an evidence-based practice in increasing social communication skills for elementary and middle school…