Comparison of a video-based assessment and a multiple stimulus assessment to identify preferred jobs for individuals with significant intellectual disabilities.

Matson et al. (2009) tested two ways to find out which jobs adults with severe intellectual disability like best.

One way showed each adult a 90-second video of five different jobs. The other way let the adult touch real objects used in those same jobs.

Three adults took both tests so the team could see if the two methods picked the same favorite job.

Both methods pointed to the same top job for every participant.

The short video clip worked just as well as handling real tools, aprons, and supplies.

Roche et al. (1997) warned that some adults with severe ID cannot choose from pictures. They first tested real objects, then tried photos. Only two of seven adults could pick from photos. Matson et al. (2009) extends this line by showing that brief videos can bridge the gap when real objects are hard to arrange.

Petry et al. (2007) compared two assessment formats for finding social reinforcers and also found agreement across methods. Their classroom study and Matson et al. (2009) both give single-case evidence that quicker, portable formats can match longer ones.

Callahan et al. (2010) later showed that computer videos can teach food-prep skills to students with ID. Together these papers build a case that video is both a teaching and an assessment tool for this population.

You can save time and travel by showing a one-minute job video instead of hauling real supplies to the workshop. If the video picks the same favorite job, you can trust it for program planning. Try filming each worksite once, store the clips on a tablet, and let new clients watch before job placement.