Instruction and video feedback to improve staff's trainer behaviour and response prompting during one-to-one training with young children with severe intellectual disability.

Ten staff taught one-to-one lessons to preschoolers with severe intellectual disability. Researchers first showed each staff a short lesson script. After every session the staff watched a 5-minute video of themselves with voice-over tips. The team tracked how often staff gave the right prompt at the right time.

The study used a multiple-baseline design across staff. No new toys or extra pay were used.

Correct trainer moves jumped from about one-third to almost perfect right after the first video review. Wrong prompt chains dropped to zero for every staff member. Kids stayed on task longer once staff prompting got sharper.

Plant et al. (2007) tried a longer, 12-week video-counseling program for teachers. Their kids also gained, but the change took three months. The 2010 study shows you can get the same lift in one afternoon with tighter feedback.

Falligant et al. (2025) scaled the idea up. They added brief in-situ feedback to group BST for inclusive classrooms. Most staff needed that live cue to reach mastery, just like the 2010 staff needed the video cue. Together the papers trace a line: quick video → quick live cue → group-wide coaching.

Bradford et al. (2018) flipped the camera around. Instead of filming staff, they let paraprofessionals show short videos to elementary students. Both studies use pocket-size clips to fix errors fast, one for the teacher and one for the learner.

If you run 1:1 DTT sessions, carve out five minutes at the end to watch a phone clip with your staff. Pause at each error, state the fix, and replay the correct prompt. One loop is enough to lock in good form and keep kids moving. No extra money, no extra prep.