Video-Based Instruction to Promote Employment-Related Social Behaviors for High School Students with Severe Intellectual Disability

Abstract

The disappointing employment outcomes of students with severe intellectual disability (ID) can be exacerbated by deficits in social skills development. Within high school transition programs, interventions targeting employment-related social behaviors should be designed to emphasize individualization, self-regulation, and generalization. I used a multiple-probe-across-participants, single-case experimental design to examine the effects of video-based instruction on the individualized employment-related social behaviors (ERSB) of five high school students with severe ID. For all participants, the intervention increased ERSB and sustained task engagement in the school setting and maintained over time. Students and staff facilitators considered the intervention beneficial and enjoyable. I offer implications for supporting social skills development and employment preparation within secondary schools.