Current laws stress the importance of using research-based practices to teach transition and vocational skills to students with disabilities. Some of the evidence-based practices include the use of videos to prompt students through a task. Much research has been done concerning the effectiveness of video prompts to teach daily living skills, academic skills and social skills. Transitional skills that have been taught often include simple, entry level skills such as watering plants, cooking soup in the microwave or setting a table. To date, there is little research regarding the use of video prompts to teach complex employment skills that can help students reach competitive employment. The current research attempts to study the effectiveness of video prompting using a multiple baseline ABA research design. Participants included two high school students with autism. Both students were taught how to use woodworking tools to make a key rack. Independent task completion and quality check scores were analyzed and graphed. Both students showed an increase in the number of skills they could perform independently and the overall quality of their work from baseline to intervention. One student was able to maintain the skills after the video prompts were moved. The other student showed a slight decrease in scores after the intervention was removed. Future studies should seek to replicate the study in order to determine a functional relationship between video prompting and independent vocational task completion.



College and Department

David O. McKay School of Education; Counseling Psychology and Special Education



Date Submitted


Document Type





video prompting, vocational skills, autism, transition, special education